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Teaching Foreign Languages K-12: A Library of Classroom Practices: Routes to Culture

In this course, students explore some historical and cultural aspects of the African presence in Latin America. After a warm-up activity of charades, students participate in pair-discussions of stories about an African woman enslaved in Latin America. Next, the whole class creates a web (concept map) for the cultural elements of the stories. Students then work in groups to add these cultural elements to the original stories they created for homework. Finally, student groups narrate their stories while their classmates act them out. The lesson concludes with Mr. Muirhead and the students playing Los Cajones (the big boxes). This video also shows a field trip to the local Latino community. 

CID FLE14033
TESS 1e
LEADS None
Credit Hours 0.5
Foreign Language

Teaching Foreign Languages K-12: A Library of Classroom Practices: Interpreting Picasso's 'Guernica'

In this course, students interpret and discuss Pablo Picasso's Guernica. First, as a class, students list vocabulary words suggested by the images in the painting. Then, working in pairs, they write a radio news announcement based on their interpretations of the painting. Finally, students read about and discuss the painting's historical background and prepare to use this information to revise their newscast. 

CID FLE14034
TESS 1e
LEADS None
Credit Hours 0.5
Foreign Language

Teaching Foreign Languages K-12: A Library of Classroom Practices: Creating Travel Advice

In this course, students learn to communicate about vacations. They work individually and in pairs to express their personal travel interests, and read a letter from a Chilean teacher requesting travel advice for her students. Working in groups, they identify places for the Chilean students to visit in the United States.

CID FLE14035
TESS 1e
LEADS None
Credit Hours 0.5
Foreign Language

Teaching Foreign Languages K-12: A Library of Classroom Practices: Interpreting Literature

In this course, students discuss Dos Caras (Two faces), by New Mexico author Sabine Ulibarri. Having read the story in previous classes, the students begin by summarizing and interpreting the story and its moral message. To show they understood what they have read, students dramatize scenes from the story, then work in groups to create alternate endings. The class also listens to a student's oral presentation about a local artist. 

CID FLE14036
TESS 1e
LEADS None
Credit Hours 0.5
Foreign Language

Teaching Foreign Languages K-12: A Library of Classroom Practices: Politics of Art

In this course, students read a letter written by prominent Colombian artists and intellectuals to Spain's prime minister. The letter is in protest of a new Spanish policy requiring Colombians to obtain a visa in order to enter Spain. Role-playing Latin American artists, students formally debate the pros and cons of accepting an invitation to exhibit their work in Spain. After a vote, they prepare to write a letter in response based on majority opinion. 

CID FLE14037
TESS 1e
LEADS None
Credit Hours 0.5
Foreign Language

Coronavirus Support | SafeSchools Training

The current coronavirus outbreak, called COVID-19, has dominated the news cycle since late 2019, and it’s normal and understandable to feel anxious about the recent spread of this disease. This course is designed to give a brief overview of the rise and nature of this new virus. Topics covered include symptoms and risk factors; what you can do to help reduce your chances of becoming infected; and where to find reliable news and information about the COVID-19 outbreak. The situation surrounding the COVID-19 pandemic is changing constantly, and the latest guidelines may vary state to state. Please refer to your local government resources, the Centers for Disease Control, and the World Health Organization (WHO) for the latest, up-to-date information.

CID FMG20081
TESS 2e,4d
LEADS None
Credit Hours 1
Health & Wellness

Pandemic Flu | SafeSchools Training

This course is designed to educate all staff members on the threat of Pandemic Flu. This course will cover the definition of key terms such as pandemic, the value of precaution over panic, the importance of following policies, the threat of pandemic and how viruses originate and spread, the history of pandemics, Swine Flu and the H1N1 strain, and practical considerations for employees.

CID FMG20082
TESS 2e,4d
LEADS None
Credit Hours 0.5
Health & Wellness

Facilitated Training Session of the ArkansasIDEAS Course "Foundations in Special Education: Roles and Responsibilities"

This training resource page contains all of the videos and training materials needed to facilitate a face-to-face version of the following ArkansasIDEAS professional development course: Foundations in Special Education: Roles and Responsibilities (SPC17010)

 

About this Training:

This course is the third module in a series of three. The purpose of the series is to introduce and clarify various topics related to the foundations of special education.

In this course, Dr. Dia Jackson of American Institutes for Research presents an overview of instructional best practices in special education service delivery and the roles and responsibilities commonly held by special education professionals. Dr. Jackson discusses several topics including collaboration, instructional strategies, and more. She also describes the type of professional development teachers should be receiving.

This course was recorded on December 14, 2016 at AETN studios in Conway, Arkansas.

CID FTV17010
TESS 4f
LEADS None
Credit Hours 0
Ethics & Professional Responsibilities Section 504 & Special Education

Paradigm Shift: Seeing Students Through a Trauma-Informed Lens

This training resource page contains all of the videos and training materials needed to facilitate a face-to-face version of the following ArkansasIDEAS professional development course: Paradigm Shift: Seeing Students Through a Trauma-Informed Lens (HWC21001). 

 

About this Training:

Research has shown that adverse childhood experiences, or ACEs, are more common for children in Arkansas than any other place in the nation. Children who have endured one or more ACEs are at a greater risk for health complications as they age, but they are also at a greater risk of struggling in school and social settings. Students with adverse childhood experiences or childhood trauma can benefit immensely from teachers and administrators who work through a trauma-informed lens. Just one caring adult can change a child’s life.

In order to implement trauma-informed practices in schools, we must first change our perspectives surrounding trauma. This course aims to create a paradigm shift in school personnel by discussing the biological ways trauma impacts the brains and bodies of growing students, then increasing understanding and empathy for students who have endured childhood trauma and adversity. It will also compel educators to ask different questions, be curious, and engage with students using a new mindset.

By taking this course, school personnel, counselors, nurses, and administrators can better understand how to lead trauma-informed practices within any school setting. While we learn that being trauma-informed is crucial in leading a successful educational experience, we also discuss just how important it is to take care of yourself. Because having empathy and compassion can be exhausting, this course highlights forms of self-care and self-compassion to ensure that you’re providing a healthy environment for your students.

CID FTV21001
TESS 2a,2d
LEADS None
Credit Hours 0
Health & Wellness School Counseling

From Extra to Essential: Family and Community Engagement in Arkansas Schools

This training resource page contains all of the videos and training materials needed to facilitate a face-to-face version of the following ArkansasIDEAS professional development course: From Extra to Essential: Family and Community Engagement in Arkansas Schools.

 

About this Training:

Today’s classrooms are filled with children of many ethnicities, cultures, and languages. To fully support our students, we must tap into the range of assets, experiences, and perspectives within our families and communities. Research shows us that when schools, families, and communities work together to support learning, children tend to do better in school, stay in school longer, and enjoy school more. What are we doing in Arkansas to co-create with parents, guardians, and invested community partners in our students’ development, wellness, and learning? 

In this course, host Alyson Courtney and Arkansas Department of Education’s Freddie Scott take us on a tour around the state and through the Essentials of engagement. These Essentials are: Communication, Equity, Safe and Friendly Schools, Innovation, Leadership and Support, and Partnerships and Relationships.

This course meets the requirements of Act 603 of 2003 for the 2022-23 school year.


CID FTV22001
TESS 1b,4c,4d
LEADS None
Credit Hours 0
Parental Involvement