Hello!
Included in this entry are some fantastic opportunities for students, teachers, and schools. I encourage you to look at these during the holiday break.
HAPPY HOLIDAYS AND HAPPY NEW YEAR!!
~Eneida
Opportunities for Students
• The Gates Millennium Scholarship Program
Deadline: December 31, 2007
Award Amount: Varies
The Gates Millennium Scholars (GMS), funded by a grant from the Bill & Melinda Gates Foundation, was established in 1999 to provide outstanding, low income African American, American Indian/Alaska Natives, Asian Pacific Islander American, and Hispanic American students with an opportunity to complete an undergraduate college education in any discipline they choose.
Continuing Gates Scholars may request funding for a graduate degree program in one of the following discipline areas: computer science, education, engineering, library science, mathematics, public health or science.
The goal of GMS is to promote academic excellence by providing thousands of outstanding students, who have significant financial need, the opportunity to reach their full potential.
• Global Action Awards
Deadline: January 31, 2008
Award Amount: $5,000
NetAid, an initiative of Mercy Corps , is accepting applications for the Global Action Awards. The awards honor high school students in the United States who have organized and led a project that has impacted people in poor countries, or raised awareness about global poverty in their own communities.
The awards celebrate young people who have shown great leadership in areas such as preventing disease, alleviating hunger, protecting the environment, promoting human rights, and improving access to clean drinking water, health care, or education. Projects may involve organizing advocacy campaigns, raising funds, volunteering, or using media and technology to involve others in the fight against global poverty.
Each year, a prestigious panel of judges reviews applicants on the basis of innovation, cooperation, leadership, inspiration, and impact. The honorees receive $5,000 each for college or a charitable cause of their choice, and are honored at a ceremony in New York City.
Guidelines and application materials are available at the NetAid Web site.
• National Peace Essay Contest
Deadline: February 1, 2008
Award Amount: Varies
The United States Institute of Peace established the National Peace Essay Contest to expand educational opportunities for America's youth.
The topic for the 2007-08 competition is "Natural Resources and Conflict." Participants are asked to write a 1,500-word essay stating what they believe are the necessary elements for the development of fair, peaceful, or effective use of natural resources after a conflict.
Students are eligible to participate if they are in grades nine through twelve in any of the fifty states, the District of Columbia, or a U.S. territory, or if they are U.S. citizens attending high school overseas. Students may be attending a public, private, or parochial school, or participating in a high school correspondence program. Entries from home-schooled students are also accepted.
First-place state-level winners are awarded $1,000 each and compete for national awards. National awards include one first-place award of $10,000; one second-place award of $5,000; and one third-place award of $2,500. First-place state winners are also invited to Washington, D.C., for the awards program. The institute pays for expenses related to the program, including travel, lodging, meals, and entertainment.
Visit the USIP Web site for complete program information and entry procedures.
Opportunities for Teachers
• Funding Available from the Professional Educator Standards Board
The Professional Educator Standards Board (PESB) has funding available to support teachers to add the following endorsements:
• Secondary Mathematics
• Any Secondary Science area
• Middle Level Mathematics/Science
Funds may be used to pay for PRAXIS II exams, university supervision for the pedagogy assessment, and in some cases, tuition for a limited amount of coursework. Priority will go to teachers currently teaching in secondary math or science without an endorsement, or those whose district would provide the opportunity to teach in one of those areas if an endorsement was earned.
Apply by emailing Mea Moore at PESB.
For more information on Pathway I and II and endorsement requirements go to the PESB website under Quick Links select “Add an Endorsement”.
• Leadership and Learning Grants
Deadline: February 1, 2008
Award Amount: $2,000 - $5,000
The NEA Foundation supports individuals participating in professional development activities, such as summer institutes, or groups of teachers and education-support professionals engaged in research, mentoring, or other relevant activities. Eligible applicants include teachers at public schools, education-support professionals at public schools, and faculty and staff members at public colleges or universities.
For more information, visit the NEA Foundation's Web site.
• Student-Achievement Grants for Teachers
Deadline: February 1, 2008
NEA Foundation supports individuals whose work engages students in critical thinking and problem solving that increases their knowledge of curricular subject matter. Proposals that focus on enrolling low-income or minority students in advanced coursework are especially encouraged. Eligible applicants include teachers at public schools, education-support professionals at public schools, and faculty and staff members at public colleges or universities.
For more information, visit the NEA Foundation's Web site.
Opportunities for Communities and Schools
• We the People Bookshelf Program
Deadline: January 25, 2008
The National Endowment for the Humanities (NEH) in cooperation with the American Library Association Public Programs Office is accepting applications for the fifth We the People Bookshelf program.
Each year, NEH identifies a theme important to the nation's heritage and selects books that embody that theme to build the We the People Bookshelf. The theme for the 2007-08 Bookshelf is "Created Equal."
The program will provide three thousand school (K-12) and public libraries across the United States with a set of classic books related to the "Created Equal" theme.
Any U.S. public library or K-12 school library in the United States and its territories is eligible to apply. School libraries include public, private, parochial, and charter schools. Libraries with collections that circulate to the general public and offer reading-based programs for the general public are eligible to apply. A library system or school district may apply on behalf of its member schools or branches.
Each library will receive a collection of seventeen classic hardcover books for young readers, all related to the Created Equal theme, and related resources and materials for programming.
Visit the We the People Bookshelf Web site for details about eligibility and instructions for completing the online application.
• ThinkQuest International 2008 for Students and Educators
Deadline: April 2, 2008
The Oracle Education Foundation has announced the opening of ThinkQuest International 2008. ThinkQuest is open to students between the ages of 9 and 19 and their teacher-coaches worldwide. Students are encouraged to team with peers in other regions to develop Web sites on educational topics. The program is designed to help participants develop important skills such as teamwork, critical thinking, self-direction, problem solving, and technology skills. In addition, students become published Web-authors in the popular ThinkQuest Library, sharing their work with thirty million Web learners each year.
Qualifying entries will be published in the ThinkQuest Library. Winners will receive prizes from the Oracle Education Foundation, including laptops and $1,000 school grants for the top five teams in each age division, travel to the annual ThinkQuest Live event for the top three teams in each division, and digital cameras for the team that receives the Global Perspectives Award.
Students and educators interested in participating should visit the ThinkQuest Web site.
Friday, December 21, 2007
FUNdraising Fridays
Monday, December 17, 2007
What skills are needed in a democracy?
According to an article by John Patrick, when we think about teaching students to be informed participants in a democracy there are three areas in which educators tend to focus: civic knowledge, civic skills, and civic virtues.
This is how he describes each area:
"Civic knowledge consists of fundamental ideas and information that learners must know and use to become effective and responsible citizens of a democracy… In particular, it involves concepts and data about democracy in the learner's country and comparisons with other countries.
"Civic skills are the cognitive operations that enable the learner to understand, explain, compare, and evaluate principles and practices of government and citizenship … Civic skills involve the citizen's use of knowledge to think and act competently in response to the ongoing challenges of democratic governance and citizenship.
"Civic virtues … are the traits of character necessary for the preservation and improvement of democratic governance and citizenship. Examples of civic virtues are respect for the worth and dignity of each person, civility, integrity, self-discipline, tolerance, compassion, and patriotism.”
In the context of the school day we can think about these three areas in terms of the content we need to teach, the skills students must develop to understand the content, and the sense of community we build in our classroom so students feel safe and can focus on learning.
The problem solving students do today in math class should build the same skills necessary in the future to solve a budget deficit, an architectural challenge, or an applied math solution to a biological crisis.
The critical thinking students put into planning a debate today should build the same skills necessary in the future to present an argument in court, negotiate an important business deal, or make a political speech.
The social skills students develop while learning to work together in your class should build the same skills they’ll need in the future to hold leadership positions in their jobs, or work with a team to accomplish a business objective.
The skills needed in a democracy are the same skills we already know students need to be successful in school. But if we think about them as important beyond their relevance to passing benchmarks, meeting AYP, and getting good grades – perhaps we’ll endow them with a even more enticing significance.
This is how he describes each area:
"Civic knowledge consists of fundamental ideas and information that learners must know and use to become effective and responsible citizens of a democracy… In particular, it involves concepts and data about democracy in the learner's country and comparisons with other countries.
"Civic skills are the cognitive operations that enable the learner to understand, explain, compare, and evaluate principles and practices of government and citizenship … Civic skills involve the citizen's use of knowledge to think and act competently in response to the ongoing challenges of democratic governance and citizenship.
"Civic virtues … are the traits of character necessary for the preservation and improvement of democratic governance and citizenship. Examples of civic virtues are respect for the worth and dignity of each person, civility, integrity, self-discipline, tolerance, compassion, and patriotism.”
In the context of the school day we can think about these three areas in terms of the content we need to teach, the skills students must develop to understand the content, and the sense of community we build in our classroom so students feel safe and can focus on learning.
The problem solving students do today in math class should build the same skills necessary in the future to solve a budget deficit, an architectural challenge, or an applied math solution to a biological crisis.
The critical thinking students put into planning a debate today should build the same skills necessary in the future to present an argument in court, negotiate an important business deal, or make a political speech.
The social skills students develop while learning to work together in your class should build the same skills they’ll need in the future to hold leadership positions in their jobs, or work with a team to accomplish a business objective.
The skills needed in a democracy are the same skills we already know students need to be successful in school. But if we think about them as important beyond their relevance to passing benchmarks, meeting AYP, and getting good grades – perhaps we’ll endow them with a even more enticing significance.
Thursday, December 13, 2007
Walking in an Inspired School Wonderland
What might school look like if walking down the halls were more like "walking in a winter wonderland?"
In an Inspired School, students experience learning through all of their senses. They hear things, see things, feel things, smell things, taste things. This is important because everyone learns and displays his or her knowledge in different ways. When schools only teach to verbal/linguistic or visual learners they risk losing students who learn better in a different format.
In an Inspired School students learn to connect what they are learning to the world around them. They know how math concepts can be applied in their community, how science can teach them about the local flora and fauna of the area, or how music can be a form both of personal and cultural expression. If students are taught concepts only in a textbook context, they are less likely to keep interested or see the relevance of the material in their own lives – and often won’t retain this knowledge for future use.
In an Inspired School students are encouraged and expected to use their imaginations. Schools should be places that foster creative thought and prepare our young people to be the innovative thinkers of tomorrow. Imaginative play is where those skills are born.
In an Inspired School students are trusted to make decisions and to take some ownership over their learning experience. Our world is not going to get less complicated as time goes on and we are likely to face many problems that can only be solved by creative and independent thought. If we do not foster the skills of higher-level thinking and decision-making in our young people, we risk bringing up future generations who won’t have the ability to think outside the box when it comes to tackling major challenges.
Sleigh bells ring, are you listening,
in the lane, snow is glistening
A beautiful sight,
we're happy tonight,
walking in a winter wonderland.
in the lane, snow is glistening
A beautiful sight,
we're happy tonight,
walking in a winter wonderland.
In an Inspired School, students experience learning through all of their senses. They hear things, see things, feel things, smell things, taste things. This is important because everyone learns and displays his or her knowledge in different ways. When schools only teach to verbal/linguistic or visual learners they risk losing students who learn better in a different format.
Gone away is the bluebird,
here to stay is a new bird
He sings a love song,
as we go along,
walking in a winter wonderland.
here to stay is a new bird
He sings a love song,
as we go along,
walking in a winter wonderland.
In an Inspired School students learn to connect what they are learning to the world around them. They know how math concepts can be applied in their community, how science can teach them about the local flora and fauna of the area, or how music can be a form both of personal and cultural expression. If students are taught concepts only in a textbook context, they are less likely to keep interested or see the relevance of the material in their own lives – and often won’t retain this knowledge for future use.
In the meadow we can build a snowman,
Then pretend that he is Parson Brown
He'll say: Are you married?
we'll say: No man,
But you can do the job
when you're in town.
Then pretend that he is Parson Brown
He'll say: Are you married?
we'll say: No man,
But you can do the job
when you're in town.
In an Inspired School students are encouraged and expected to use their imaginations. Schools should be places that foster creative thought and prepare our young people to be the innovative thinkers of tomorrow. Imaginative play is where those skills are born.
Later on, we'll conspire,
as we dream by the fire
To face unafraid,
the plans that we've made,
walking in a winter wonderland.
as we dream by the fire
To face unafraid,
the plans that we've made,
walking in a winter wonderland.
In an Inspired School students are trusted to make decisions and to take some ownership over their learning experience. Our world is not going to get less complicated as time goes on and we are likely to face many problems that can only be solved by creative and independent thought. If we do not foster the skills of higher-level thinking and decision-making in our young people, we risk bringing up future generations who won’t have the ability to think outside the box when it comes to tackling major challenges.
Thursday, December 6, 2007
Preparing to be a Teacher
The following is the first in a series by Inspired Teaching Program Intern Michelle Costa. Michelle will graduate from George Washington University this spring and start a teaching position in New York City next fall with Teach for America.
Over the next few months she will share stories about her preparation to become an educator. At Inspired Teaching Michelle helps us to prepare workshops for teachers. Michelle’s learning experiences here are getting her ready for the exciting journey ahead.
As I anxiously waited for the phone call from a Teach For America representative all I could think about was how much I wanted to teach. Before joining Center for Inspired Teaching as a Program Intern, I worked as a Campus Campaign Manager with Teach For America. It was my job to convince graduating seniors to dedicate two years to teaching in a low-income school. After meeting countless Teach For America corps members, the reason seemed simple- a teacher can make a difference in the lives of students. Each day I was further inspired by the tales of overcoming obstacles, pushing the limits, and helping students to reach their full potential.
Now that I know I was accepted into the 2008 corps of Teach For America, I am beginning to really think about and question what I will be doing. I have listened to the stories of so many successful teachers, but can I do what they had done? Will I be able to give my students the opportunity to succeed? Can I help my students to make the gains necessary to bring them to the same level as their higher-income peers?
In my Teach For America acceptance packet there was a letter:
Edwin Lopez Oct 19, 2007
To the future teacher,
I suggest you teach in NYC. It’s the best place in America. It pays more. The schools are bigger, and it’s cleaner. They give you all the stuff you need. The schools are in good condition.
Tears began to well up in my eyes as I read this letter. I walked into the common room of my apartment where my four roommates were sitting, watching TV, and I showed it to each of them. I told them this is why I am going to be a teacher.
Over the next few months she will share stories about her preparation to become an educator. At Inspired Teaching Michelle helps us to prepare workshops for teachers. Michelle’s learning experiences here are getting her ready for the exciting journey ahead.
As I anxiously waited for the phone call from a Teach For America representative all I could think about was how much I wanted to teach. Before joining Center for Inspired Teaching as a Program Intern, I worked as a Campus Campaign Manager with Teach For America. It was my job to convince graduating seniors to dedicate two years to teaching in a low-income school. After meeting countless Teach For America corps members, the reason seemed simple- a teacher can make a difference in the lives of students. Each day I was further inspired by the tales of overcoming obstacles, pushing the limits, and helping students to reach their full potential.
Now that I know I was accepted into the 2008 corps of Teach For America, I am beginning to really think about and question what I will be doing. I have listened to the stories of so many successful teachers, but can I do what they had done? Will I be able to give my students the opportunity to succeed? Can I help my students to make the gains necessary to bring them to the same level as their higher-income peers?
In my Teach For America acceptance packet there was a letter:
Edwin Lopez Oct 19, 2007
To the future teacher,
I suggest you teach in NYC. It’s the best place in America. It pays more. The schools are bigger, and it’s cleaner. They give you all the stuff you need. The schools are in good condition.
Tears began to well up in my eyes as I read this letter. I walked into the common room of my apartment where my four roommates were sitting, watching TV, and I showed it to each of them. I told them this is why I am going to be a teacher.
Monday, December 3, 2007
A Sample Question Curriculum
In November, Center for Inspired Teaching presented at the Coalition of Essential Schools Fall Forum in Denver, CO. Participants in our workshop put their heads together to create a "Question Curriculum" that offers several thought provoking ideas!
Participants began by brainstorming inspired questions their students might ask and then generated sub-questions, divided by subject area, that would address these larger ideas.
Subject Area Sub-Questions
Social Skills
Subject Area Sub-Questions
Social Skills
Subject Area Sub-Questions
Reading
Subject Area Sub-Questions
Math
Subject Area Sub-Questions
Math
Subject Area Sub-Questions
Math
Participants began by brainstorming inspired questions their students might ask and then generated sub-questions, divided by subject area, that would address these larger ideas.
K-3 Question Curriculum
Inspired Question: Why is she mean to me?
Subject Area Sub-Questions
Social Skills
- How can we include everyone?
- What are ways we can support each other?
- Do we know of periods of time where people were mean to each other?
- Have you ever felt this way?
- Has anyone read a story about people being mean to you?
- How can writing help us solve our problems?
- What would you say to someone who was mean to you?
- Can you write a story about a time you solved a problem
- about someone being mean to you?
- How do you feel when someone is mean to you?
- How can you tell how someone is feeling?
- What did you notice when you did…?
- Can we keep track of acts of kindness- tally marks, graph
Inspired Question: Why did my dog die?
Subject Area Sub-Questions
Social Skills
- Have you experienced a loss?
- Can you imagine what it feels like?
- How can you help others?
- What helped you?
- Read books about loss and ask- how did you feel?
- How can writing help you deal with your loss?
- Life cycle- how do we care for ourselves?
- What happens to our bodies?
- How long do we live?
4-5 Question Curriculum
Inspired Question: Why is our world in conflict?
Inspired Question: Why is our world in conflict?
Subject Area Sub-Questions
Reading
- Why did the Holocaust happen?
- Why do we fight with people we love?
- Why is gas so expensive?
- How will global warming increase conflict?
- Why are we in Iraq?
6-8 Question Curriculum
Inspired Question: Why are things unfair?
Subject Area Sub-Questions
Math
- How do we show that things aren’t fair?
- What mathematical representations can illustrate unfairness?
- Should things be unfair?
- Is the justice system fair?
- What is the definition of unfair?
- What literature pieces give examples of fair/unfair?
- Is ‘survival of the fittest’ fair?
- How do we make environmental decisions?
- Does advertising impose ideas of fairness/unfairness?
- What areas of the arts are open to whom? Fair?
- Why do bad things happen to good people?
- Why are some people healthier than others?
Inspired Question: Why are illegal immigrants returned to Mexico?
Subject Area Sub-Questions
Math
- What is the demographic distribution of people in the United States and Mexico?
- What is the relative income between Mexico and the United States?
- What are nations? What are borders?
- How do you choose where you live?
9-12 Question Curriculum
Inspired Question: Why can’t you just tell me?
Inspired Question: Why can’t you just tell me?
Subject Area Sub-Questions
Math
- What is the difference between knowing something and understanding something?
- How does discovery lead to new inventions?
- Why do you have to learn some things on your own and what experiences have you had on your own?
- Why is there only one answer?
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