Embedded Files
Our vision & mission drive the work. We continue to learn through the dual pandemics of COVID-19 and systemic racism. Learning Forward is our student-centered approach to academic and social-emotional learning.
Our vision & mission drive the work. We continue to learn through the dual pandemics of COVID-19 and systemic racism. Learning Forward is our student-centered approach to academic and social-emotional learning.
Learning Forward Flyer (3).pdf
Reach out early and often. We strive to be communal educators and appreciate the connections we make together.
Reach out early and often. We strive to be communal educators and appreciate the connections we make together.
ANCHOR TEXTS
ANCHOR TEXTS
“In culturally responsive teaching, relationships are as important as the curriculum. Geneva Gay, pioneer of culturally responsive pedagogy (2010) says positive relationships exemplified as “caring” are one of the major pillars of culturally responsive teaching.”
“In culturally responsive teaching, relationships are as important as the curriculum. Geneva Gay, pioneer of culturally responsive pedagogy (2010) says positive relationships exemplified as “caring” are one of the major pillars of culturally responsive teaching.”
― Zaretta Lynn Hammond, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
“We live in a period where there's no time for "urgent-free pedagogy." Our instructional pursuits must be honest, bold, raw, unapologetic, and responsive to the social times.”
“We live in a period where there's no time for "urgent-free pedagogy." Our instructional pursuits must be honest, bold, raw, unapologetic, and responsive to the social times.”
― Gholdy Muhammad, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy
"We need teachers who learn how to develop curriculum that ties students’ lives, history, and academic disciplines together to demonstrate their expertise when top-down curriculum mandates explode across a district. Our school districts need teachers who can advocate against the dumbing-down of curriculum, against testing mania, and against turning our classrooms over to corporate-created curriculum. Our country needs teachers who understand the connections between race, class, and tracking. How else do we make a lasting change?"
"We need teachers who learn how to develop curriculum that ties students’ lives, history, and academic disciplines together to demonstrate their expertise when top-down curriculum mandates explode across a district. Our school districts need teachers who can advocate against the dumbing-down of curriculum, against testing mania, and against turning our classrooms over to corporate-created curriculum. Our country needs teachers who understand the connections between race, class, and tracking. How else do we make a lasting change?"
―Edited By Linda Christensen, Stan Karp, Bob Peterson, Moé Yonamine: The New Teacher Book: Finding Purpose, Balance, and Hope During Your First Years in the Classroom
“There’s no research that finds that failing grades motivate students, and plenty of research that has found the opposite—that a student who receives 0s and Fs becomes less motivated, not more motivated. Guskey (2009) found that “no studies support the use of low grades as punishment. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.”
“There’s no research that finds that failing grades motivate students, and plenty of research that has found the opposite—that a student who receives 0s and Fs becomes less motivated, not more motivated. Guskey (2009) found that “no studies support the use of low grades as punishment. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.”
― Joe Feldman, Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms
FOR MORE INFORMATION ABOUT LEARNING FORWARD, REACH OUT TO YOUR BUILDING LEADER OR LILY TALCOTT.
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