My previous understanding of SOGI in schools was that it involved more explicit teaching rather than the goal of it to be visibility, protection, and inclusion. This gives me more confidence about addressing this in the classroom because creating a safe and inclusive space seems easier and more natural than explicitly teaching content about SOGI.
Author: Clarissa Page 2 of 5
For EDUC 402 Diverse Classrooms
Prior to discussing trauma-informed practice in class and doing the assigned learning, what I understood it to be was very limited. I had heard it discussed in schools by teachers and there were mixed opinions about it. Since discussing it and reading about it, I’ve realized that there’s a lot of overlap between trauma-informed practice and how kids best learn. For example, the idea that relationship-development and creating an environment where kids can be calm and safe must be done before learning can happen (POPFASD, 2019, 23:45) aligns with Maslow’s Hierarchy of Needs. Additionally, the recommendation to have flexibility for assignments and encouraging students to practice their strengthens aligns with parts of Universal Design for Learning (O’Neill, 2019, p. 13).
For the October 25th Professional Development Day, I did two workshops through POPARD.
A Visual Guide
By Yana Weinstein and Megan Sumeracki, with Oliver Caviglioli
We read this book for EDUC 421: Assessment and Motivation during block 2 of the program. The 3 part book goes over the science of learning, basic cognitive processes, and strategies for effective learning.
Language Essentials for Teachers
This book was covered in EDUC 397: Curriculum and Instruction in the Humanities. It provides in depth explanations of phonetics, phonology, orthography, morphology, syntax, semantics, and structured language and literacy instruction.