M2 Activities
M2: Educational Philosophies
- Alignments: 9m, 9n, 10l
- Description: Synchronous discussion. Students will explore the relationships between different philosophical movements through hexagonal thinking by identifying key names, events, and characteristics between philosophies to foster critical thinking, collaboration, and a deeper appreciation of interconnected ideas.
- M2 Educational Philosophies
M2: KWL Discussion
- Alignments: 9c, 9m, 9n
- Description: Asynchronous discussion or reflection. Students will critically engage with course material by tracking preconceptions, new learnings, and questions.
M2: Now and Then Shared Stories
- Alignments: 9j, 9m, 10l
- Description: Synchronous gallery walk. A companion to the M2 Now and Then assessment, this activity allows students to present and discuss their historical and contemporary educational stories, fostering empathy, critical thinking, and collaborative learning.
- M2 Now and Then Shared Stories
M2: Student Needs and Teaching Philosophies
- Alignments: 8s, 9c
- Description: Synchronous or asynchronous discussion. This activity aims to enhance research skills, critical thinking, and the application of student-centered educational philosophies by having students analyze high school data from US News & World Report to identify key characteristics and determine effective educational philosophies for their contexts.
- M2 Student Needs and Teaching Philosophies
Disposition. The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
Disposition. The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
Knowledge. The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
Performance. Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
Disposition. The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.
