+TALKING HEADS

1. Think back to when you were a middle schooler. What kind of concerns did you and/or your friends have in regard to physical and socio-emotional health?

3. Pass your talking heads to the next table. Each person will take one and try to offer a suggestion to help you deal with your concern and write it in the area above and/or below the talking head.

You have 4 minutes to do this.

2. Choose one concern on which you’d like to get feedback and write it in the thought bubble over your talking head.

You have 3 minutes to do this.4. You will pass your talking heads to the next table. Now we will read and share a few of our concerns and suggestions.

+QUICK WRITE!

ADVOCATE

WHAT DOES THIS WORD MEAN?

You have 2 minutes for this task.

+

How can I encourage the right to write? Developing Self Advocacy Through

Writing in the Context of Wellness

+WELLNESS

Wellness is ACTIVELY making choices and decisions that promote good health in body and mind.

In the context of LEARNING& LIVING:

noun \ˈwel-nəs\ : the quality or state of being healthy

+

lit·er·a·cynoun \ˈli-t(ə-)rə-sē\ : the ability to read and write: knowledge that relates to a specified subject

+Student:“…but Mzjojensen! This is the eating class! Why do we gotta write, read…” measure…

Ms. Jo Jensen:“…because it is good for you.”

Student: “SIGH.”

+

lit·er·a·cynoun \ˈli-t(ə-)rə-sē\ : the ability to read and write: knowledge that relates to a specified subject

HOW DO I MAKE

ENGAGING?

+Check with the experts!

Cultural competency – working with children of color

Gloria Ladson-Billings

Greg Michie

Marc Lamont Hill

Health and educational theories

Harvard School of Public Health

Social responsibility- teaching with and eye to empowering students to advocate

Paula Selvester and Deborah Summers

Jeffrey Wilhelm and Bruce Novak

Moral support

Thomas Newkirk

Primary sources

GMWW participants and instructors YOU!

My students

+ culturally relevant pedagogy

1. Academic achievement is a result of student learning through engaging lessons to ensure student understanding and acquisition of skills.

2. Cultural competency develops tacit knowledge and skills necessary for students to experience success within and out side their own culture.

3. Socio-political competence supports students ability to deploy their learning on real world problems in an effort to find answers and possible solutions.

“good teaching” according to Gloria Ladson Billings

CONNECTIONS

CONSCIOUSNESS

ADVOCACY

From: Ladson-Billings, G. (1994) The dream keepers: Successful teachers of African American children

WHICH OF THESE WORDS FITS THE SITUATION OR SUGGESTION?

LOOK AT THE TALKING HEADS ACTIVITY WE DID EARLIER…

+

Socially Responsible Literacy

“Critical to a vibrant and healthy democracy is an informed and empowered citizenry who can challenge and critique the status quo. Public schools have a responsibility to prepare young people for active participation in a pluralistic, democratic society by helping them learn how to use the power of their voices to be heard on issues they believe are important.”(4)

Selvester and Summers

connectionsBecome an Agent of Change: Advocate for Self and Community

Invoke Change Through Action:Deployment ofSkills

Procure, Provide andGive Meaning to AccurateInformation

IS CULTURALLY RELEVANT.

Selvester & Summers, 2012

WELLNESS conundrum

A visual metaphor…

+How can I make my Wellness class more engaging when it comes to health topics?

How can I encourage students with low literacy (who often live in poverty) to access information that can help them and their families?

Is it possible to employ rigor without rigor mortis for some students?

+

Cognitive Dissonance Theory

If I am unhappy with my situation it is more likely I will change my behavior.

Festinger and Lewin

Social Learning Theory

Self-Efficacy: I am more likely to adopt a behavior if I think I can do it. (observation, imitation, and modeling)

Bandura

Health Belief Model I am at risk. It is serious. I can benefit from a

change in behavior. I have few barriers to this

change.Becker

Stages of Readiness

I can make this change because I am at a stage in development and learning where I am ready and able to make change.

Prochaska

Behavior and Educational Theories Related to Self Advocacy

I believe I can change.

I think I need a change.

I am ready to change.

I am able to change.

From: Doak, C.C., Doak, L.G.,& Root, J.H. (1995) Teaching Patients with Low Literacy Skills

These are the same words you saw 3 slides back. What’s different about them?

ability advise advocacy advocate affirmation analysis awareness avocation behaviorbenefit budgetfinancecapitalcare charactercode-switching connectionsconsciousness consent costculturedecisiondesire

developmentdiseasedisorderemotionempathy familyfitnessgender habits healthhygiene identity insurance justice knowledge literacymaturitymedia mindfulnessnutritionperseverance poverty power 

preventionpubertypurpose realnessreality relationshipsresourceresponsibilityrightssafetyself-sufficiencysexualityskills stabilitystaminastrength traits support valuevocation wellnesswisdom worth

And now what’s different?

+

ad·vo·ca·cynoun \ˈad-və-kə-sē\ : the act or process of supporting a cause or proposal : the act or process of advocating something

+

The WAC ProjectWellness Artistic Challenge 2014:

Advocate for an aspect of wellness you find very important to you and other teens. Be creative!

Student Examples of Advocacy Multi-genre Project Spring 2014

8th grade

6th grade

6th grade

6th grade

6th grade

What I learned:I need to have a better grasp of how to get students to focus. The lack of focus caused some students to shut down, disengage from the lessons, engage in negative behavior, and fail. Those students did not do class work or the WAC project. Regular, brief, writing assignments given at the beginning of class may be the key.

Plan:I will start every class with a quick write that focuses on the topic of the day. I will have an incentive that the whole class can work toward, something that is inclusive and differentiated so students can self-select the level of challenge, that will motivate students to write, like, an extra food lab.

Objective:Students come into class with the expectation that they need to get their notebook and start writing. This practice may have a centering effect that will lead to more focus on the lesson and less on lunch time drama.

Goal:This practice is necessary for improving writing and literacy. A literate student can more easily identify and access resources needed to advocate.

+EXIT SLIP QUICK WRITE:

Write 6 words that describe how you advocate for your student’s learning. The words can stand alone or make a phrase or sentence.

You have 3 minutes for this task.

+sourcesDelpit, L.. (1995) Other people’s children: Cultural conflict in the classroom. New York: New Press 

Doak, C.C., Doak, L.G.,& Root, J.H. (1995) Teaching Patients with Low Literacy Skills. www.hsph.harvard.edu/healthliteracy/files2012/09/doakchap1-4

 Hill, M.L. (2009) Beats, Rhymes, and Classroom Life: Hip-hop Pedagogy and the Politics of Identity. New York: Teachers College Press 

Ladson-Billings, G. (1994) The dream keepers: Successful teachers of African American children. San Francisco: Jossey-Bass

Michie, G.(2009) Holler if You Hear Me: The Education of a Teacher and His Students. New York: Teachers College Press

Newkirk, T. (2009) Holding on to Good Ideas in a Time of Bad Ones: Six Literacy Principles Worth Fighting For. New Hampshire: Heinemann.

Selvester, P.M., & Summers, D.G. (2012) Socially Responsible Literacy. New York: Teachers College Press

Wilhelm, J.D., & Novak, B. (2011) Teaching Literacy for Love and Wisdom: Being the Book and Being the Change. New York: Teachers College Press