Before practicing this strategy in the classroom, create a list of personal connections to the particular text for which you will be modeling this strategy. Explain to students that you are going to practice the comprehension strategy of making connections to find ways that students can personally relate to a text.
Ask students to think about the following questions. You may choose to write these on the board or chart paper for students to see. Focusing on text-to-self connections: What does this story remind you of? Can you relate to the characters in the story?
Does anything in this story remind you of anything in your own life? Focusing on text-to-text connections: What does this remind you of in another book you have read?
How is this text similar to other things you have read? How is this text different from other things you have read? Focusing on text-to-world connections: What does this remind you of in the real world? How are events in this story similar to things that happen in the real world? How are events in this story different from things that happen in the real world?
Explain how readers often make connections to a story to help them better understand the text. Consider the following:. Many minoritized students in US classrooms experience this disconnect often, throughout their school day and week. Because what we teach and the way we teach it typically privilege white and middle-class students over their minoritized peers Rogoff, , we must go out of our way as teachers to connect what we teach in the classroom with what diverse students know and do outside of school.
Some researchers refer to content connections as " making meaning " Tharp, et al. How can I connect my instructional content and learning objectives with the everyday experiences of my students?
Our goal is to help you implement connected and communal interactions on a consistent basis to enhance meaningful participation for all students, especially those from minoritized backgrounds. Specifically, after working through this chapter and practicing in your classroom either by yourself or in collaboration with other teachers you should be able to:. We also hope that working on content connections will help you feel a stronger desire to connect with your students and deepen your relationships with them.
Take time to discuss the pros and cons of these possibilities with other teachers and administrators. Connected content helps students value school. What educators teach their students should be important to their lives now and help prepare them for the future.
Given that there are many students whose everyday lives are different not better or worse from the culture within the school, finding ways to connect curricular content to the lives of all students will help to make lessons meaningful in their lives, increase the worth they perceive in school learning, and increase their interest in the subject matter. Jere Brophy argues that students appreciate the inherent nature of school content more and perform better when they see connections between that content and their own lives and aspirations for the future.
Seeing these connections helps prevent student resistance or de-identification with school. Connected content helps students be invested.
Connecting curricular content to students' lives allows them to become a resource in the classroom community as they teach and share their own experiences with others.
Teachers afford these connections by demonstrating a genuine interest in what students know and do outside of school see CASI dimension 8. Role Flexibility. Students are more likely to be excited about learning material that relates to their interests and their lives, and it also promotes intrinsic motivation and creates a more inclusive classroom. Connecting with what students know and do outside of school increases the value students ascribe to school learning and enhances their sense of belonging and academic identity at school Brophy, Students are also more willing to struggle and persist with difficult concepts when the activities resonate with their interests and family activities Tharp, et al.
Connected content creates community. Additionally, students who know each other and have seen the teacher connect learning to their everyday lives will create a stronger sense of community. All cultural practices and backgrounds are valued in connected classrooms. Hopefully, we have convinced you that content connections matter. So, now that we've reviewed why Content Connections matter, where do you begin? What do content connections look like day-to-day, and how can you start practicing it within your current circumstances?
The first three are teacher-focused, and the last two are student-focused. We'll discuss each one in turn, giving you the definition, the rubric, and examples. To what extent do you share information about yourself with your students?
Do you share how your everyday experiences and knowledge connect to what the students are learning? Context: Mrs. Gilles is a 3rd grade teacher in Florida with a mix of white, Cuban, and African-American students. Gilles is teaching a unit on physical environment. She is helping her students learn how to conserve and protect natural resources by reducing, reusing, and recycling.
Teacher sharing 1 : Mrs. Gilles shares a video that talks about the importance of natural resources. Gilles then has students point out things they can reuse, reduce, or recycle in the classroom. She then has students create a poster and explain one item they will reduce, reuse, and recycle. Teacher sharing 2 : Mrs. She brings in items from her home that she has either reduced, reused, or recycled.
She then has students create a list of items they have either reused, reduced, or recycled in their own home and how its impacted their environment and natural resources. Teacher sharing 3 : Mrs. Gilles shares a video that talks about the importance of natural resources, and brings in items from her home that she has either reduced, reused, or recycled.
Gilles talks about a trip she took to the Amazon and the impact its deforestation had on her. She mentions that seeing a drastic change in the forest motivated her to reduce, reuse, and recycle paper. Teacher sharing 4 : Mrs. She shares pictures and videos of her trip to the amazon forest and how it motivated her to reduce, reuse, and recycle paper. Teacher sharing 5 : Mrs. Gilles shares a video from her blog in which she talks about the importance of natural resources.
Gilles brings in items from her home that she has either reduced, reused, or recycled and talks about her trip to the Amazon where she was able to plant trees to improve the air and soil, both natural resources. She shares her own pictures of the Amazon forest and how its deforestation has motivated her to reduce, reuse, and recycle paper.
What can Mrs. Gilles do to help her classroom be more connected in regards to teacher sharing? How do you encourage students to share about themselves? Do you ask follow-up questions?
Do you discuss how their similarities and differences are important? Standard : Use precise language and domain-specific vocabulary to inform about or explain the topic. Context: Ms. Mona teaches in a 6th grade classroom that has a fairly equal mix of Latino, Black, White, and Pacific Islander students in California.
For her language arts lesson, Ms. Mona needs to help students create a narrative that involves transition words and phrases to manage the sequence of events. She decides to use a cake recipe as an example to help students understand transition words and phrases.
Encourages Sharing 1 : Ms. She puts the recipe on the projector and asks students to raise their hands when she gets to a transition word or phrase. Encourages Sharing 2 : Ms. Encourages Sharing 3 : Ms. She asks students if they have any special recipes or meals in their family. She asks who created the recipes, and then has them point out transition words in her recipe. Encourages Sharing 4 : Ms. Mona asks students to bring in a recipe or directions for a meal their family likes to make.
She asks them why the recipes are important to their family. Encourages Sharing 5 : Ms. She then shares the transition words from her own recipe and has the students find the transition words in each other's recipes.
She highlights how different students like different food, which means they can learn new foods from each other. She thanks them for sharing! Standard: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e. Kobayashi teaches first grade in Minnesota. She is working on representing addition and subtraction problems within 20 with her class.
She decides to have the students work with manipulatives to build on their understanding of word problems. Draws Connections 1 : Mrs. Kobayashi projects three problems on the board and works through them with the class, demonstrating how to use snap cubes to represent the word problems.
She breaks the students into groups of four and gives each group a bucket with snap cubes inside. Then she lets them solve ten more problems as a group. She gathers the students back together and they discuss what they learned in their groups as a class.
Draws Connections 2 : Mrs. Kobayashi projects three problems on the board and works through them with the class, asking if any of them have used snap cubes before. Some students raise their hands and she has three of them come up to demonstrate to the class. Then she breaks the students into groups of four and gives each group a bucket with snap cubes in it.
She has the students work in groups to solve ten more problems. Draws Connections 3 : Mrs. She projects three of the word problems on the board and asks students if they have used snap cubes before. Some students raise their hands and she has a student demonstrate to the class. She then breaks the students into groups of four and has them solve the remaining ten-word problems.
Draws Connections 4 : Mrs. She asks the students why they brought those objects and lets a few students answer. Then she models how to use manipulatives to solve word problems and breaks the students into groups of four to solve the rest of the word problems.
Draws Connections 5 : Mrs. She breaks the class into groups of four and has the students share with their group why they chose those objects. She then brings the class back together and lets some students share.
Then she models how to solve some word problems and allows the students to solve the rest as a group. How do I interact with the world?
By knowing about yourself, you can tell about yourself and connect with others. Identity impacts the way we approach and view the world. This can change depending on what parts of our identity feel threatened, secure, or challenged. It might be represented by personality traits, profession, and interests or broad categories like gender, race, nationality, religion, or family relations.
Knowing about the elements of your identity contributes to developing empathy for others and ultimately creates the foundation for stronger interpersonal connections. Empathy requires perspective taking, and foundations of empathy are built by understanding where our values and beliefs originate. All children in general and gifted kids in particular need to grapple with different parts of their identity and how they relate to their peers and community. Frequently, gifted students can feel isolated, so it's essential for them to understand that identity is not fixed, and it is not one-dimensional.
You can be gifted but also many other things. Understanding identity also aids in breaking down stereotypes. When students recognize that their identity is complex and dynamic, they will be able to empathize that the cultures they are learning about are made up of complex and dynamic individuals too, and that culture is a set of shared beliefs, values, and norms, but that there is great variation within these generalizations.
Bringing identity into the classroom provides opportunities for students to build relationships with teachers and peers and can be an excellent way to encourage deep reflection.
Encouraging students to think about how cultural norms, values, and biases shape their beliefs helps them realize where these beliefs originate. This develops empathy and perspective taking which are both necessary skills for global connection. What assumptions do people make about identity or an element of your identity? What are the perspectives in the room? What perspectives are missing? How could you find out more about that perspective? Find the ratio of the length of BC to the length of AD?
A quality control engineer is interested in the mean length of sheet insulation being cut automatically by machine. The desired length of the insulation is 12 ft. It is known that the standard deviation in the cutting length is. A rectangular prism has a volume of 60 cubic units.
The length is 5 units. The width is 3 units.
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