Digital Commons Network^™

Information Literacy: Facilitating Students’ Skills To Navigate Media Bias And Prejudice, Sheliah G. Durham, Noble E. Edmiston

National Youth Advocacy and Resilience Conference

The presenters will provide a brief overview of Information Literacy and the challenge of navigating media bias and propaganda. Hands on presentation will include sample lesson plans and step-by-step suggestions for facilitating students’ critical inquiry skills to evaluate sources and various forms of digital media as they navigate controversial issues.

Is Your School An A.S.S.E.T.?: Focusing On School Mental Health And Equitable Instruction, Emily Meeks Focused Minds Education Group, Taneesha Thomas

National Youth Advocacy and Resilience Conference

This workshop provides Educators classroom resources that can be used within existing curriculum frameworks to enhance the mental health literacy of both students and teachers.

The session suggests strategies to implement strategic, systemic and sustainable changes which promote academic growth, resiliency and wellness.

Teaching So They Get It To “Got It!” - The Instructional Cha-Chas, Leann M. Nickelsen Mrs.

National Youth Advocacy and Resilience Conference

Merging neuroscience, formative assessment process and differentiation, Instructional Cha-Chas are 4 steps (chunk/chew/check/change) for planning and implementing lessons that prevent and close gaps in all subject areas and grades. You will get templates, tools, and strategies for teaching content so it’s meaningful, for engaging students with high-impact thinking, and for examining and responding to daily student evidence so ALL students get it to “Got It!”

Just "Level The Playing Field" And Watch Me Excel!, Baruti K. Kafele, Baruti K. Kafele

National Youth Advocacy and Resilience Conference

This engaging, interactive, self-reflective session focuses on equity at the classroom level. It challenges teachers to look within themselves relative to how they relate to and engage with their at-risk students of color and other underserved students. It challenges teachers to confront whatever biases they may bring to these students that may be either blatant, subtle, undetected or unacknowledged. It argues that high-performance is an impossibility in classroom environments where equity fails to exist.