All posts by Leslie Hargett

Get to Know Your Students

Blurring the In-School Ouf-of-School Line, Urban Adolescents

“The youth expressed their critical goals in individualized ways. An implication for teaching is that understanding individual students’ life histories and goals through tools such as lunchtime focus groups, unit evaluations, and teacher action research are important aspects of cultivating classroom agency” (Basu 276).

Basu, S. J. (2008). Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom. Science Education, (92)2, 252-277. Continue reading Get to Know Your Students →

Instagram: Engage with Content in a New Way

Differentiation as an Approach to Teaching Diverse Learners, Urban Adolescents

In my personal life, I am guilty of using Instagram frequently. I enjoy spending time looking at other people’s pictures and sharing my own experiences through this particular form of media because I think it showcases my personal thoughts and style. While most people do not think of Instagram as an educational tool, I believe otherwise. Upon further inspection, Instagram has unique characteristics that could be useful in teaching certain types of content matter, and I believe that students would be excited and motivated to learn using Instagram. Continue reading Instagram: Engage with Content in a New Way →

The Benefits of Interactive Learning

eLiteracy and Social Media(tion), Urban Adolescents

“In fact, nothing happens until a player acts and makes decisions. Then the game reacts, giving the player feedback and new problems. In a good game, words and deeds are all placed in the context of an interactive relationship between the player and the world. So, too, in school, texts and textbooks need to be put in contexts of interaction where the world and other people talk back” (Gee 34).

Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37. Continue reading The Benefits of Interactive Learning →

Answering Difficult Questions

Socioemotional and Psychological Development in Adolescence, Urban Adolescents

“Many times, controversial topics arise from the links that students make between the curriculum they are studying and the images they see. Students, as well, often ask questions provoked by specific conversations among friends or by something they have experienced via the media. Ignoring their questions is unwise. Students will gain information through any means necessary. Teachers must respond to students’ concerns when questions arise” (Brown and Knowles 47).

Brown, D. & Knowles, T. (2007). Who am I? The social, emotional, and identity trials of young adolescence. In What every middle school teacher should know. (2nd Ed., pp. 37-66). New Hampshire: Heinemann Press. Continue reading Answering Difficult Questions →

Changing Attitudes Towards Learning

Biological & Cognitive Development in Adolescence, Urban Adolescents

“Some middle schools help students identify their preferred learning style. Teachers must also explain to students that they are in control of their attitudes and effort toward learning. Conversations with entire classes about attitudes and effort may help to improve student motivation as students learn how their attitudes affect learning” (Brown and Knowles 31-32).

Brown, D., & Knowles, T. (2007). Understanding the young adolescent’s physical and cognitive growth. In What every middle school teacher should know. (2nd Ed., pp. 10-36). New Hampshire Heinemann Press. Continue reading Changing Attitudes Towards Learning →