Meticulously edited links for Common Core Standards and related lessons. All links are live functioning and have been reviewed for quality.
Matthew Bamberg is a writer, educator, and photographer, an adjunct professor at two universities, and has had 12 books published on photography and technology.
Through research, critical theory and critical race theory need to be approached with caution. For example, approaching it as a generalized concept, you risk misrepresenting many ethnic and social groups.
It's a much better practice to include this type of education as it comes up in each subject so students can understand how it can change from one discipline to the next.
ChatGPT explains this well. I've researched the issue for two decades and found what the platform remarks about integrating critical theory into K-12 education.
I asked ChatGPT the following statement that I have researched and found studies that substantiate the claim to be correct:
Isn't critical theory best taught in each specific subject discipline?
I couldn't have written a better response. (Please note that no sources are stated here, yet I'm convinced support for it could be easily found in educational databases at university libraries.
Response from AI:
Yes, Critical Theory is often most effectively taught within the context of specific subject disciplines. When integrated into the unique frameworks and methodologies of a particular field, it can enrich students' understanding by highlighting how power, inequality, and bias shape knowledge production and social structures in that specific area. Here's why teaching Critical Theory within distinct disciplines can be more meaningful:
1. Tailored to Subject Matter
History: In history, Critical Theory can provide a lens for analyzing how power and ideology shape historical narratives and which perspectives are elevated or marginalized. For example, students might study how colonization, slavery, or civil rights movements are portrayed differently depending on the perspective of the historian or the prevailing social attitudes of the time.
Literature: In literary studies, Critical Theory is often used to analyze texts through various lenses, such as feminist theory, postcolonial theory, or Marxist theory. This helps students understand how literature reflects and critiques societal power dynamics, and how different interpretations of the same text can arise based on theoretical perspectives.
Sociology: In sociology, Critical Theory plays a central role in examining societal structures, institutions, and power relations. It helps students understand how systemic inequalities are perpetuated through laws, policies, and social norms. Concepts like institutional racism, patriarchy, and class struggle are foundational in sociological applications of Critical Theory.
Law: In legal studies, Critical Race Theory (CRT) offers a framework for understanding how the law and legal institutions perpetuate racial inequalities. By teaching CRT within law, students can critically examine landmark cases, legal precedents, and the role of law in both maintaining and challenging systemic oppression.
2. Contextual Application
Teaching Critical Theory within specific disciplines allows students to see how the abstract concepts of power, bias, and inequality manifest in concrete, discipline-specific contexts. For example:
In economics, students can use Critical Theory to explore how global economic systems are shaped by capitalism, class disparities, and the distribution of wealth and resources.
In education, Critical Theory can help future educators understand the hidden curricula, school funding disparities, and the ways schools can either reproduce or challenge social inequalities.
3. Deepening Critical Thinking Skills
In each discipline, Critical Theory can push students to engage more critically with the subject matter by encouraging them to question assumptions, power structures, and traditional knowledge. For example:
In science, students might explore the ways in which scientific research has been influenced by political and economic interests, or how certain voices have historically been excluded from the scientific discourse.
In art, Critical Theory can help students understand how art reflects and challenges societal norms, and how different groups have used creative expression as a form of resistance against dominant power structures.
4. Avoiding Over-Simplification
By teaching Critical Theory across different disciplines, educators can avoid the risk of oversimplifying or generalizing its concepts. Critical Theory is complex, and its application differs across fields. For example, race might be a central focus in CRT, while gender or class could be more prominent in feminist or Marxist critiques. Teaching it within specific disciplines allows students to explore these nuances in greater depth, rather than applying a one-size-fits-all approach.
5. Promoting Intellectual Diversity
Integrating Critical Theory into each discipline creates space for intellectual diversity and debate within that subject. Students can engage with Critical Theory as one of many lenses through which to analyze their field, alongside other perspectives. For example:
In philosophy, students might explore both Critical Theory and classical liberalism, comparing their views on individual rights, justice, and freedom.
In political science, students might debate the merits of Critical Theory versus more traditional approaches like realism or liberalism in understanding international relations.
6. Encouraging Balanced Perspectives
When taught within specific disciplines, Critical Theory can be presented as one tool among many, rather than the only framework for understanding a subject. This encourages students to weigh the strengths and limitations of Critical Theory in light of other approaches, fostering balanced and nuanced critical thinking.
Conclusion
Teaching Critical Theory within specific subject disciplines allows students to see how the theory applies to real-world issues in a nuanced and contextualized way. This approach not only enhances their understanding of the subject matter but also develops their critical thinking skills by encouraging them to question and analyze the power structures, biases, and assumptions inherent in each field. It provides a more balanced, discipline-specific exploration, avoiding the pitfalls of generalization or indoctrination.
Tuesday, Nov. 5, 2024, is Election Day in the United States. Tuesday, Sept. 10th, is the big Harris vs. Trump debate. Millions of Americans are expected to listen in.
Having resources for teaching and learning is valuable for students and others interested in the who, where, when, what, and how (rules) of the upcoming presidential election. In this election in 2024, use text and images to find your way around many issues of the Democratic and Republican campaigns.
Here’s the skinny for adults and children alike:
Who:
Donald Trump (R)
Kamala Harris (D)
Where: National Constitution Center in Philadelphia
Broadcast on ABC (live-streamed on ABC News Live, Disney+ and Hulu)
Education is the key to keeping democracy alive. Every American, adults and children, should be taught what elections in the United States are all about. Technology is the key to educating everyone about elections. The materials in this article are an opportunity to educate yourself and your family about the upcoming 2024 presidential election, including the historic debates of the two presidential and two vice presidential broadcasted debates.
Matthew Bamberg is a freelance writer and part-time professor based in Palm Springs, California, with over two decades of experience with students of all ages.
First and foremost, when a child walks into the classroom, he/she comes with his language as it is, whether AAVE (African American vernacular, which is what Ebonics is) or Spanish. More than just African Americans speak Ebonics.
Everyone uses it at one time or another, and within popular culture, it's everywhere, from rap music lyrics to the sounds of hip/hop, expressions for some, which are a right of passage.
Its evolution from African languages to the current nonstandard English goes as far back as the time when slaves were brought to North America. First and foremost, any well-educated person knows this dialect is contained in classic literature, from books like "To Kill a Mockingbird " to Richard Wright's writings.
Put your hands together for a warm welcome to Ebonics in the classroom, as many programs teach it through literature within the context of its relationship to standard language.
"So go 'head, knock some sense into dem head of urs. You be better off accepting everyone and da language dey speak."
Translate that into standard language, and you'll know how ebonics is taught.
I taught from a publication entitled "Toothy Ruthie," a book to help all kids (including African Americans) learn to pronounce the "th" sound.
Yo, Big Daddy upstairs, You be chillin' So be yo hood You be sayin' it, I be doin' it In this ere hood and yo's Gimme some eats And cut me some slack, Blood So's I be doin' it to dem dat diss me Don' be pushin' me into no jive And keep dem crips away 'Cause you always be da man, Straight up!
Generally, adults can figure out how to talk to themselves internally for optimum communication with others.
The challenge of self-talk is remembering to use the strategy, even in the most stressful conversations.
To
increase the chances that I use self-talk and self-reflection to
monitor my social and cognitive awareness, I intermittently teach myself
learning methods for maintaining my responsibility to recognize that
there are other people in the world besides myself.
Those same learning strategies I use with my students for them to learn to think about their own thinking or metacognition.
As a professor of education, my favorite course to teach was about the explicit teaching of learning strategies.
When
it comes down to it, many adults, myself included, believe that there
are a few ideas on self-improvement that need to be learned…and
relearned.
My thoughts about learning to be a rational person lie in necessity.
Without re-educating myself that thinking about my own thought process, I lean toward such behaviors as:
One set of learning strategies is related to metacognition, or thinking about your own thinking.
I
have updated Boghian's (2016) learning strategies for students to be
instructed in, which were developed by Ana Chamot (1990) in order for
others and myself to increase the time we are present in the current
moment.
The learning strategies I teach myself are:
1)
Setting goals: developing/ planning personal objectives such as
listening effectively and identifying the purpose of tasks that are
necessary, important, and, yes, enjoyable.
2)
Directing attention: deciding in advance to focus on listening more
than speaking and engaging in tasks by removing myself from
distractions.
3) Activating background knowledge: thinking about and using what I already know to learn what I don’t.
4) Predicting: anticipating information to prepare and give me direction for tasks.
5) Brainstorming and prioritizing, creating lists, marking calendars.
6) Self-management: arranging for conditions that help me proceed to future steps to complete a project.
7) Asking myself if my thoughts are based on reality and updating them if they’re not.
8) Selective attention: focusing on keywords, phrases, and ideas to increase engagement in conversations.
9)
Deduction/ induction: consciously applying learned or self-developed
rules; using/making rules that I am consistently willing to follow.
10) Awareness of what I say in terms of truth, necessity, and kindness.
These strategies help me make life less stressful, from limiting the number of personality conflicts that come my way to creating a mindful serenity…and better mental and physical health.
Boghian, I. (2016). Metacognitive learning strategies in teaching English as a foreign language. Journal of Innovation in Psychology, Education and Didactics, 20(1), 53–62.
Remember
when you learned to read in school? The teacher placed you in a group
by your reading level. That was it for working in a group for the day.
Some lower-level students stagnated because they weren’t challenged in the same way as those in higher-level groups.
Consider
that there are two types of groups, heterogeneous and homogeneous.
Arguments exist that the former is better than the latter.
The former consists of students of varying genders, English language proficiency levels, academic levels, and social skills.
The
latter includes students who are at the same academic level in a
subject such as leveled groups which would be used for reading
instruction in the elementary grades.
In
order for students to acquire language and learn academic vocabulary in
useful contexts, they need to do a great deal of work in groups that
expose them to peers of varying academic levels not just with peers who
are at the same level.
Peer interaction is a way students can communicate with less anxiety. Research findings suggest that “mixed or heterogeneous ability or achievement groups” offer several advantages:
1) Less able pupils are at reduced risk of being stigmatized and exposed to a “dumbed-down” curriculum.
2) Teachers’ expectations for all pupils are maintained at higher levels.
3) Opportunities for more able students to assist less able peers in learning can be realized” (Glass, n.d.).
In
order to determine homogeneous groups, Glass discusses tracking,
saying, “Tracking, then, is about the rationing of opportunities. From
the perspective of the low-track student, it’s about deciding that this
student should not be exposed to curriculum and instruction that would
prepare him or her for subsequent serious learning. Tracking happens
when the teacher tests students and then places them in leveled groups.
Factors
such as age, personality, academic level, gender, and language
proficiency levels are required when placing students into groups so
that communicative interactions play a dynamic role in language learning
and acquisition.
Frequently
rouping students heterogeneously in the classroom benefits them because
they can authentically learn from peers who express a wide variety of
views, emotions, and academic knowledge.
Homogeneous
grouping leaves students in rote learning modes — peer interaction at
the same level is the communication that is shared, oftentimes leading
to less student motivation or to a feeling of self-fulfilling prophecy.
They become keenly aware that expectations are low compared to students
in higher-level groups.
Authors
like to assist emerging readers. What they do is give hints to what a complex
word is, or help the reader determine the meaning of a word.
An
author will chose to help by one or more of the following ways:
· Definition: An author sometimes give the definition in his or her own words that corresponds to one of the meanings of the words.
For instance: Donald Trump lugubrious tactics for getting attention is ignored by many people because he tells lies that are often ridiculous and makes some people sad for the state of American politics.
·
Inference--The author gives the reader reasoning about the word after it's
mentioned.
For
instance: A Wifi signal has become ubiquitous in so many coffee shops that
customers are surprised when they don't have it.
·
Compare/Contrast--The author will create a comparison or contrast of a word
that he/she thinks might help you to determine the word:
For
instance: Clouds are amorphousunlike skyscrapers on a city skyline that form
distinctive human-made shapes made by engineers.
·
Logic: The writer uses logical information about what is already known
about a word so the reader can guess the meaning.
For
instance: Large birds like eagles and hawks have large claws so they can grabpredators with them.
Context Cues Takeaway
One
way for readers from children to seniors can recognize and comprehend challenging words is for
students to learn the different ways authors give clues to them.
Readers can create better comprehension skills by learning about context cues. Additionally, writers who have knowledge about these essential tidbits of information will pen articles about complex subject-discipline topics so that a layperson can understand what they are reading.
For most Western philosophers, deep questioning is vital for comprehending many aspects of various communication.
The Election 2024 season can be aligned to Common Core ELA standards by implementing the following standards:
RI.6-12.1: Have students analyze primary sources such as candidate speeches, policy proposals, and news articles to support their analysis with textual evidence.
RI.6-12.8: Evaluate arguments in candidates’ speeches, including the validity of the reasoning and the relevance and sufficiency of the evidence.
An
example of one of the most important issues today is climate change.
The following standard relates to how Election 2024 can relate to the
science of global warming.
RI.6-12.8:Evaluate arguments in candidates’ speeches, including the validity of the reasoning and the relevance and sufficiency of the evidence.
While I attempt to take ample spoonfuls of logic and reason before I utter a word, it doesn’t always happen. If I fail, I’ll try and try again. Interpreting philosophers is a challenging critical thinking task.
Although Western philosophers were wise and contributed significantly to the development of logic and reason, they always didn’t practice what they preached. Their suggestions for education are nonetheless valuable and worth considering.
My take on their ideas stems from many years of teaching students how to think critically in each discipline they learn. Each can be applied to the Common Core Standards above.
SOCRATES C. 470–399 B.C
Socrates believed that leaders can be confused and irrational.
Consider a situation where you question common beliefs. For example, some people have the idea that the weather causes earthquakes.
PLATO C. 427–347 B.C.
Reasoning that education included teaching about individual and social justice, Plato mused that every human soul wants to reach spiritual and higher truths to transform the world.
What activities can adults engage young people in to ensure that each develops to the best of his/her ability?
ARISTOTLE 384–322 B.C.
Concerned that education must include reasoning and ethics, Aristotle created the syllogism to ensure logic.
A syllogism includes a universal statement and an example, which leads to a conclusion to illustrate a logical argument.
For example, all humans are mortal. The writer of this article is human (as far as he knows). Therefore, the writer is mortal.
What syllogism would be valid about Election 2024?
THOMAS AQUINAS 1225–1274
Developing ideas, including analyzing criticism of them, was one of many ideas from Aquinas.
What are some ways adults can discuss ideas with each other and with children that teach that criticism can be constructive?
FRANCIS BACON 1561–1626
The mind works best by observation, yet it can lead to misconceptions by tricking itself, which was an important point made by Bacon.
How can people think together for better long-term circumstances?
RENÉ DESCARTES 1596–1650
According to my interpretation of Descartes, humans are better off using discipline as a mind exercise. Furthermore, every part of thought requires questioning, doubting, and the creation of logical examples that apply to it.
Should conversations require examination?
IMMANUEL KANT 1724–1804
Critiques should be devoid of prejudice and false judgments and contain reflection through examples. The categorical imperative necessitates just behavior and understanding of the places science, ethics, and spirituality have in our lives.
How would you explain that science is based on years of testing and research?
JOHN LOCKE 1632–1704
Rulers must rationally respect citizens' life, liberty, and property rights as part of a government system and respect reasonable criticism about human needs from citizens, or else that government will be replaced.
How should political leaders react to constructive criticism to ensure it meets the basic needs of the people it serves?
JOHN DEWEY 1859–1952
Seeking to ensure education for all, Dewey insisted that learning includes hands-on practices and the information needed to participate in a robust democracy.
How can citizens increase their participation in supporting democracy and advocate for people to have a good life?
THEODOR ADORNO 1903–1969
Realizing human understanding was complex, Adorno mused that humans see concrete and abstract objects and ideas as unique and that categorizing them limits knowledge of their nature.
How can society move and develop thinking about objects and ideas by respecting their uniqueness and complexity?
Takeaway
For democracy to work, considerations that outline its existence by the masters of Western political thought throughout the ages must remain fluid and open to the new ideas of a changing demographic to create a good life for all people.
Matthew Bamberg is a professor who teaches critical thinking courses to graduate university students.
Tuesday, August 29, 2023
Informational Text Reading Selection Lesson Plan Template for Elementary and Middle School Teachers
In this template, you can create a one-period lesson plan in literacy and/or English/Language Arts for any informational reading selection. Simply choose a reading selection from the materials section of the lesson plan template below and apply it to each lesson plan template step.
You can use a wide variety of reading materials for this template from websites to ebooks to textbooks. The following is a list of Internet informational reading selections for grades 2-5.
All grades free (sign-up). Current news articles from major publications/organizations http://newsela.com
Introduction: Introduce title and author (if available) of passage. Discuss what you know about the topic, including identifying it as narration, description, argument, poetry, play, subject area and so on. Relate topic to prior reading and set purpose for reading new selection.
1. Teacher reads selection aloud while students follow along (engagement). A list of websites with reading selections is included at the end of this lesson plan.
2. Teacher elicits from students what they think is the first characteristic (length, difficulty, tone, genre, purpose) they note about the passage. Write the words on the white board or note pad under document camera. (I do; we do; you do method)
3. Have students indicate the words they aren't familiar with (circle, highlight, etc...) Look up word in online or table dictionary and discuss with students, associating it with a concept of the unknown word. (I do; we do; you do method)
If selection is from textbook, go over visuals, headings subheadings, words in bold print/italics and so on). Let students know that this is called the selective attention learning strategy.
For ELLs, type names of each word into Google Images, showing students the best representation of the word.
4. Share out (Think/pair share) vocabulary words/explain in own words. Discuss punctuation/capitalization in passage. (I do; we do; you do method). For more prereading activities see http://web.cn.edu/kwheeler/reading_lit.html
5.Students read selection again silently.
6. Ask critical thinking questions from Bloom's taxonomy at http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxonomyQuestionStems.pdf Refer back to text when appropriate.
Assessment:
After teaching a few reading selections, create tests on the following skills for the grade level/reading level you teach.
