इस पूरी गाइड में, हम निम्नलिखित परिभाषाओं के आधार पर इन शब्दों का उपयोग करते हैं। इन शब्दों के पीछे किसी भी बड़ी अवधारणा के बारे में या अन्य संदर्भों में उनका उपयोग कैसे किया जाता है, इसके बारे में अधिक जानने के लिए, कृपया एक्सप्लोर करें अतिरिक्त संसाधनों की हमारी सूची.
GIVE सहयोगी और संसाधन डेवलपर के रूप में, हम मानते हैं कि भाषा मायने रखती है, और हम स्वीकार करते हैं कि भाषा जटिल है। नीचे दिए गए कुछ नियम और परिभाषाएं शहर/राज्य/संघीय संसाधनों, दस्तावेजों और कानून से ली गई हैं। कुछ मामलों में, संस्थान जिस भाषा का उपयोग करते हैं, वह उस भाषा के साथ संरेखित नहीं हो सकती है जिसका उपयोग विशेष रूप से विकलांग व्यक्ति स्वयं / अपने अनुभव का वर्णन करने के लिए कर सकते हैं।
इस शब्दावली का उद्देश्य एक एकीकृत सह-शिक्षण (आईसीटी) कक्षा और अन्य समावेशन सेटिंग्स में काम करते समय आपके सामने आने वाले शब्दों की सीमा को समझने में आपकी सहायता करना है, क्योंकि आप उन शब्दों और भाषा को पहचानने और उपयोग करने के लिए आवश्यक संबंध बनाते हैं जो सबसे ज्यादा महसूस करते हैं अपने छात्रों और शिक्षा भागीदारों के साथ समावेशी और प्रामाणिक।
Ableism: A discriminatory practice based on the belief that non-disabled and neurotypical persons are superior and assume people with disabilities are inferior and need “fixing”.
निवास स्थान: एक आवास प्रदान किया गया एक उपकरण या रणनीति है जिसका उपयोग छात्र को किसी पाठ या गतिविधि को पूरी तरह से एक्सेस करने की अनुमति देने के लिए किया जाता है। एक संशोधन के विपरीत, एक आवास सीखने के लक्ष्य या परिणाम को नहीं बदलता है।
ADA: ADA stands for the Americans with Disabilities Act, a federal civil rights law, passed in 1990, that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. To learn more, see विकलांगता अधिकार और शिक्षा इतिहास resource or विकलांग अधिनियम (एडीए) के साथ अमेरिकी क्या है?
Anti-racist teaching: Teaching that actively works to dismantle the structures, policies, institutions, and systems that create barriers and perpetuate race-based inequities for people of color. This can be done by re-evaluating curriculum and practices, educating students to understand privilege and rethink power, and supporting anti-racist policies. To learn more, see the Intersectionality of Disability and Other Identities resource.
Arrangement of Physical Space: The orientation and arrangement of the space can have an impact on student learning. Sometimes this is prescribed in advance for a Teaching Artist or they may have few options in changing the space for their lesson or workshop. Nevertheless, the arrangement of the physical space is an important thing to consider. For the importance of the arrangement of space, see समूह संरचनाएँ: पेशेवरों, विपक्ष और रणनीतियाँ.
Assessment: This term refers broadly to the many ways educators–including Teaching Artists–measure, evaluate, and document students’ needs, learning, progress, skill-development, and more. Assessment can be done before, during, or after a single workshop or a full residency. Typically, when Teaching Artists are assessing students, the purpose is to understand how to appropriately challenge students and meet their learning needs, to decide if/when adjustments to a workshop or residency are needed, or to evaluate the success of a lesson plan, curriculum, or the Teaching Artists’ skills and facilitation. See also रचनात्मक आकलन
Behavior Management: व्यवहार प्रबंधन रणनीतियों, प्रक्रियाओं और/या हस्तक्षेपों की एक श्रृंखला है जिसका उपयोग छात्र व्यवहार को प्रबंधित करने या बदलने के लिए किया जाता है। व्यवहार प्रबंधन हस्तक्षेप स्कूल-व्यापी, कक्षा, या छात्र-विशिष्ट स्तरों पर हो सकता है।
Caregivers: Caregivers may be a student’s parent or guardian, another at-home family member, or, in some cases, a hired professional. Caregivers become important to remote learning environments: Teaching artists may engage, collaborate with, and support caregivers as a way to engage and support students in their home environment.
Check-in: एक पाठ की शुरुआत में एक रणनीति छात्रों को एक कार्यशाला में बदलने में मदद करने के लिए और शिक्षण कलाकार (कलाकारों) को कमरे में छात्रों के मेकअप और मनोदशा को मापने में मदद करने के लिए।
Classroom Management: कक्षा प्रबंधन उपकरणों और रणनीतियों का एक सेट है जिसे आप विघटनकारी व्यवहार की संभावना को कम करते हुए एक संरचित सीखने के माहौल को प्रभावी ढंग से स्थापित करने और बनाए रखने के लिए लागू कर सकते हैं। छात्रों की जरूरतों और उम्र के साथ-साथ अध्ययन के फोकस के आधार पर दृष्टिकोण कक्षा से कक्षा में भिन्न दिख सकते हैं।
Classroom Professional(s): This term is used throughout the guide to refer to the General Education Teacher and the Special Education Teacher as well as any Paraprofessionals and Related Service Providers who may be present.
Closing: पाठ योजना का अंत, जिसमें प्रतिबिंब, महत्वपूर्ण जानकारी पर जोर, समझने की जांच, और/या समापन अनुष्ठान शामिल हो सकते हैं।
Disability: This is a word that is used and understood in many different ways. In what’s known as the “medical model of disability,” the term refers to physical, mental, cognitive, or developmental conditions that impair a person’s activities, senses, movement, and experiences. In what’s known as the “social model of disability,” disability is understood as the societal structures and barriers that limit the activities and life choices of a person with disabilities. In this model, disability is understood as a social problem, not one created by the physical, mental, cognitive, or developmental conditions themselves. See also Person-first language. To learn more explore the समावेशी भाषा गाइड resource.
न्यूयॉर्क शहर के शिक्षा विभाग के एकीकृत सह-शिक्षण कक्षाओं में, विकलांग व्यक्तियों को विकलांग शिक्षा अधिनियम (आईडीईए) में शामिल 13 श्रेणियों के अनुसार वर्गीकृत किया गया है:
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- विशिष्ट सीखने की अक्षमता (एसएलडी): एक बड़ा छाता शब्द जिसमें पढ़ने, लिखने, बोलने, तर्क करने और गणित की चुनौतियों से संबंधित शर्तें शामिल हैं।
- अन्य स्वास्थ्य हानि: शक्ति, ऊर्जा या सतर्कता को प्रभावित करने वाली कई स्थितियों के लिए एक और छतरी। एडीएचडी इस श्रेणी के अंतर्गत आता है।
- Autism spectrum disorder (ASD): a developmental disability which includes a wide range of symptoms that may impact behavior, many of which are connected to social and communication skills.
- भावनात्मक उपद्रव: एक व्यापक श्रेणी जिसमें चिंता और अवसाद से लेकर सिज़ोफ्रेनिया और द्विध्रुवी विकार तक मानसिक स्वास्थ्य चुनौतियों की एक श्रृंखला शामिल है। कुछ मानसिक स्वास्थ्य समस्याओं को "अन्य स्वास्थ्य हानि" के अंतर्गत वर्गीकृत किया जा सकता है।
- भाषण या भाषा हानि: भाषण और भाषा से संबंधित चुनौतियों को शामिल करता है जैसे कि हकलाना, शब्दों का गलत उच्चारण, भाषा को समझने और उपयोग करने में कठिनाई, और बहुत कुछ।
- अंधापन सहित दृश्य हानि: आंशिक दृष्टि या अंधापन सहित दृष्टि से संबंधित चुनौतियां शामिल हैं।
- बहरापन: covers students who can’t hear most or all sounds, even with a hearing aid.
- श्रवण बाधित: बहरेपन की परिभाषा के बाहर सुनने में आने वाली कठिनाइयों को संदर्भित करता है।
- बहरा-अंधापन: covers students with severe hearing and vision challenges. This category exists because of the unique needs students have.
- हड्डी रोग दोष: covers challenges with physical function and ability, like cerebral palsy.
- बौद्धिक विकलांगता: एक प्रकार की विकलांगता जिसमें औसत से कम बौद्धिक अक्षमता शामिल है जो संचार, आत्म-देखभाल और सामाजिक कौशल के साथ चुनौतियों का कारण बन सकती है। एक उदाहरण डाउन सिंड्रोम है।
- Traumatic brain injury: caused by accident or some kind of physical force with lasting effects.
- Multiple disabilities: acknowledges that if students have conditions in more than one of the above categories, they may need support beyond programs designed for just one disability.
Essential or Guiding Question: मौलिक, आसान-से-उत्तर वाले प्रश्न छात्र सीखने का मार्गदर्शन करने के लिए उपयोग नहीं किए जाते हैं। ये आम तौर पर एक पाठ योजना या पाठ्यक्रम के लिए केंद्रीय होते हैं।
Float: Often used to refer either to an action or a role in the classroom, float typically means to survey and move around the room to assess student engagement and understanding and jump in to support students when needed. If two Teaching Artists are teaching together, there may be times in the lesson where one takes a primary facilitation role while the other floats.
Formative Assessment: Formative assessments are ways to assess students’ learning and comprehension throughout a workshop or residency that are typically used to help you in your planning. Formative assessments are typically low stakes and easy to perform while in process (as opposed to only at the end of a workshop or residency). Examples include students completing entrance/exit tickets with prompts relevant to the lesson, describing how they feel during or after an activity with one word or movement, or sharing something as simple as thumbs up/down/middle to express their understanding. See also Assessment.
सामान्य शिक्षा शिक्षक: सामान्य शिक्षा शिक्षक एक आईसीटी कक्षा में शिक्षण दल का आधा होता है। इस शिक्षक के पास विषय सामग्री में अधिक प्रशिक्षण हो सकता है और विकलांग छात्रों के साथ काम करने में कम प्रशिक्षण हो सकता है। इस गाइड के दौरान, सामान्य शिक्षा शिक्षकों को उनके विशेष शिक्षा, पैराप्रोफेशनल और संबंधित सेवा प्रदाता सहयोगियों के साथ कक्षा पेशेवर के रूप में संदर्भित किया जा सकता है।
Healing-centered and trauma-informed teaching: This type of teaching prioritizes making changes to the classroom and its culture to foster a feeling of safety and focus on healing for students who have experienced some form of trauma. These teaching practices shift away from a focus on responding to a student’s behavior alone and instead asking “what’s the story behind the behavior?” to focus on the whole student. See more in the Healing Centered & Trauma-Informed Teaching Guide.
अंकुड़ा: An activity or element at the beginning of the lesson that grabs students attention and gets them excited about the material.
ICT Classroom: एनवाईसी डिपार्टमेंट ऑफ एजुकेशन (एनवाईसी डीओई) पब्लिक स्कूल सिस्टम के साथ एक एकीकृत सह-शिक्षण (आईसीटी) कक्षा एक कक्षा है जिसका नेतृत्व एक सामान्य शिक्षा शिक्षक और एक विशेष शिक्षा शिक्षक द्वारा किया जाता है ताकि यह सुनिश्चित किया जा सके कि पूरी कक्षा को इसमें शामिल किया गया है। सीख रहा हूँ। आईसीटी कक्षाओं में व्यक्तिगत शिक्षा योजनाओं के साथ और बिना छात्रों की मिश्रित आबादी है। NYC DOE कक्षा में छात्रों के 40% से अधिक नहीं IEPs वाले छात्रों की सीमा निर्धारित करता है।
IDEA: IDEA stands for the Individuals with Disabilities Education Act, a federal law passed in 1975, then reauthorized in 1997 and 2004 with additional provisions, designed to ensure that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living. To learn more, explore the Disability & Special Education History resource or see विकलांग व्यक्ति शिक्षा अधिनियम (IDEA).
IEP: An IEP is an Individualized Education Plan for a student with a disability that affects academic performance. Teachers, paraprofessionals, parents, and students collaborate on an IEP to set goals and specify necessary accommodations in the classroom. As a Teaching Artist, you will likely not have access to students’ IEPs but may be able to collaborate with your partnering teachers to understand important insights, needs, and goals from those plans.
Implicit Bias: Bias or prejudice that someone may be unaware they have or are acting on. This is also sometimes referred to as “Unconscious bias” as scientists speak about this happening on an unconscious level. Explore the कलंक मुक्त कक्षाएँ बनाना resource to learn more.
Instruction: The part of a lesson plan that includes the teaching of a specific skill or subject area. Modes of instruction can include providing information verbally, providing visual information or instruction, modeling, and more.
Individual Practice: पाठ का वह भाग जिसके दौरान छात्रों को नए सीखे गए कौशलों को आज़माने या स्वतंत्र रूप से किसी विषय का पता लगाने का मौका मिलता है।
Intersectionality: Intersectionality is the study of how overlapping or intersecting social identities—such as race, gender, and class—relate to systems and structures of discrimination and inequality. To learn more, see विकलांगता, नस्ल, लिंग और अन्य पहचान की अंतर्विरोधता.
Lesson Plan: Often abbreviated as ‘LP’, this is a document created by a classroom professional or teaching artist to outline the structure and content of an upcoming period of instruction.
Main Objective: टीचिंग आर्टिस्ट, संगठन या सेटिंग के आधार पर इस अवधारणा के अलग-अलग नाम हो सकते हैं, लेकिन यह आम तौर पर आपकी कार्यशाला के व्यापक लक्ष्य को संदर्भित करता है या, यदि एक रेजीडेंसी मॉडल में काम कर रहा है, तो आपका पाठ्यक्रम।
Materials: An important part of successful lesson planning, materials are the items and/or technology you, your students, and the Classroom Professionals will need to be successful in the lesson.
मोडलिंग: An important part of inclusive teaching, modeling refers to demonstrating a skill or activity while providing verbal instructions or information. Modeling can be a supportive strategy to ensure students understand and feel confident in the content.
संशोधन: एक संशोधन एक पाठ या गतिविधि के लिए एक समायोजन है जो किसी छात्र या छात्रों के समूह के लिए पाठ या गतिविधि को पूरी तरह से सुलभ बनाने के लिए चरणों या परिणामों को प्रभावित कर सकता है। एनवाईसी शिक्षा विभाग (एनवाईसी डीओई) के अनुसार, एक संशोधन का मतलब है कि सीखने का लक्ष्य बदलता है, एक आवास के विपरीत जो सीखने के लक्ष्य या परिणाम को बनाए रखता है।
एकाधिक तौर-तरीके: These terms refer to the practice of supporting students by presenting information in a variety of ways throughout a lesson. This can mean presenting information visually (with words and images), verbally (by saying and repeating concepts and instructions), kinesthetically (by providing examples for students to touch or try out), and more.
New York City Department of Education (NYC DOE): NYC DOE शहर की सरकार का एक हिस्सा है और न्यूयॉर्क शहर में पब्लिक स्कूल सिस्टम के प्रबंधन के लिए जिम्मेदार है। एनवाईसी डीओई एकीकृत सह-शिक्षण (आईसीटी) कक्षाओं के लिए संरचनाएं और मानक निर्धारित करता है।
Objective: अक्सर पाठ योजना प्रक्रिया में उपयोग किया जाता है, उद्देश्य यह पहचानता है कि छात्र पाठ के अंत तक क्या करने में सक्षम होंगे। उद्देश्यों में एक निश्चित कौशल का उपयोग करना, एक विशिष्ट कार्य करना, किसी विशेष विषय को समझना आदि शामिल हो सकते हैं।
Paralanguage: The part of spoken communication that is not word-dependent: pitch, tone, speech hesitations, facial expression, etc.
पैराप्रोफेशनल: A Paraprofessional (Para) is a trained professional working in ICT and self-contained classrooms with students with disabilities. Paraprofessionals may be paired with one student in the classroom to support with medical or behavioral needs or may be assigned to support the classroom as a whole. Throughout this guide, Paraprofessionals may be referred to as “paras,” “adults in the room,” and more. Learn more in पैराप्रोफेशनल भूमिकाएं और जिम्मेदारियां.
Person-first language: Person-first language is language practice used to identify an individual or a group of individuals that leads with the person first. For example, “young person with a disability” as opposed to “disabled young person.” Read more about preferred language in the समावेशी भाषा गाइड.
Planning Meeting: While every organization and teaching artist has different expectations and practices surrounding planning meetings, these meetings typically take place before a workshop or residency. This is a time to discuss shared goals, discuss roles and resources, and talk about the needs, strengths, and interests of those in the room. The Planning Meeting may (but will not always) involve the Teaching Artist, organization staff, general education teacher, special education teacher, school administrators, paraprofessionals, and related support service providers. To learn more, see योजना बैठक दिशानिर्देश.
Reification: The mental tendency for the label of a group to become the label for the individual and for that label to become fixed. Explore more in कलंक मुक्त कक्षाएँ बनाना.
प्रतिबिंब: Students create meaning from their experience by revisiting what was learned, processing their learning experience, and making connections to their lives beyond your workshop or residency. Reflection can take many forms, and should not be limited to just discussion. To learn more, see चल रहे इन-क्लास प्रतिबिंब रणनीतियाँ या छात्रों के साथ अंतिम कार्यक्रम पर विचार.
Related Service Providers (RSPs): RSPs are additional adults you may encounter in an ICT classroom who provide support for specific students according to their Individualized Education Plans (IEPs). RSPs may be in the room only part-time or may pull students out of the classroom to provide services. Learn More in the संबंधित सेवा प्रदाता Resource.
के अनुसार NYC शिक्षा विभाग, आरएसपी के कुछ उदाहरण हैं:
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- सहायक प्रौद्योगिकी सेवाएं: कक्षा सामग्री के साथ-साथ कक्षा में संचार तक पहुँचने में छात्रों का समर्थन करता है
- परामर्श: सामाजिक, भावनात्मक और मुकाबला कौशल के आसपास सहायता प्रदान करता है।
- श्रवण शिक्षा सेवाएं: बहरे या सुनने में कठिन छात्रों के संचार कौशल का समर्थन करता है।
- व्यावसायिक चिकित्सा: builds everyday life skills (eating, dressing, solving problems, engaging socially etc.) by building eye and hand coordination, improving use of sensory information, and focusing attention.
- अभिविन्यास और गतिशीलता सेवाएं: helps students who are visually impaired improve awareness of and ability to successfully navigate their surroundings
- भौतिक चिकित्सा: छात्रों को शारीरिक कौशल जैसे मोटर नियंत्रण, महत्वाकांक्षा (एक स्थान से दूसरे स्थान पर जाना), संतुलन और समन्वय बनाने में मदद करता है ताकि छात्र स्कूल की जगहों में स्वतंत्रता बढ़ा सकें।
- School Nurse Services: supports students with health-related needs
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- Sign Language Interpreter: supports students, teachers, and staff in academic and social interaction.
- भाषण / भाषा चिकित्सा: helps students with a variety of listening and speaking goals, which may include, auditory processing (understanding and using the sounds of language), phonological skills (organizing speech sounds), comprehension (understanding language), articulation (forming clear sounds in speech), and social language skills
- Vision Education Services: helps students who are blind or have visual impairments to use braille.
Relaxed Performance: a performance that makes particular efforts to support audience members (and performers) in experiencing the show with accommodations that make the experience more accessible, whether they need more or less sensory stimulation, need to stand up and move, need easy access to the bathroom or a space to take a break, etc. See also, Sensory overstimulation.
Remote learning: Remote or distance learning is when students engage in an online classroom. Each school may use a different platform for remote learning (Google Classroom, or Zoom for example), and teaching artists may utilize synchronous or asynchronous learning — or a hybrid of both.
- तुल्यकालिक सीखना: Remote education that occurs in real-time or ‘live’ is often referred to as “synchronous learning.” This can be between the teacher/teaching artist and the students, or between students, and it allows for more immediate interactions and conversations with participants.
- एसिंक्रोनस लर्निंग: Some schools offer asynchronous learning, which does not occur “live” but rather as recorded lessons and assignments for students to do on their own time. Not all students may have access to the internet or a computer at all times, so asynchronous learning allows all participants to do an activity or lesson in their own time.
Residency: In the field of Teaching Artistry, a residency typically refers to a series of workshops a Teaching Artist(s) facilitates in a school, after school program, community center, or other learning space. The residency may last several weeks to several months, the arc of which may be connected by a curriculum focusing on a particular art form or theme or working toward a particular outcome (a performance, student portfolios, etc.).
Rituals: Actions that are repeated at the beginning, end, or moments of transition during a workshop or class. Rituals can take the form of a group activity, a mantra, a meditation, a stretch, a free write/draw, and more. The goal of a ritual is to build community and belonging, to establish a particular tone or energy in the room, to express shared values and beliefs, etc. Important for students of all abilities, rituals can ease transitions, support self-regulation, and anchor focus.
Role of Classroom Professional: The focus or specific task/s a classroom professional takes on to participate, support, and contribute to your lesson while class is in session. To learn more, see Engaging the Adults in the Room तथा Utilizing the Adults in The Virtual Room.
मचान: Scaffolding is the process of systematically building upon a student’s knowledge and experience as a way to enhance learning. Think of your objective for a lesson or a unit of lessons, what are all of the foundational skills and knowledge that will need to be in place to support students in reaching that new high point? The intentional mapping, timing, and facilitation of those foundations will form your scaffolding.
Self-regulate: Self-regulation usually refers to the ability to recognize, understand, and manage one’s own emotions and behaviors. People of all abilities may need support at different times to successfully self-regulate. Sometimes, self-regulation can refer to ways students guide their own learning–determining their own entry point, pace, process, and goal.
Sensory Space or Sensory Room: किसी गतिविधि या कक्षा समुदाय के साथ फिर से जुड़ने से पहले भावनाओं को कम करने और नियंत्रित करने के लिए एक संवेदी स्थान या संवेदी कक्ष का उपयोग किया जाता है। इस स्थान या कमरे में आम तौर पर वस्तुएं, फर्नीचर और अन्य डिज़ाइन तत्व होते हैं जो अंतरिक्ष को शांत और आरामदायक बनाने में मदद करते हैं।
Sensory overstimulation: Sensory overstimulation is an overload of sensory information that can have a variety of effects on someone such as difficulty focusing or processing, irritability, discomfort, a desire to shield yourself from certain inputs (e.g. covering ears or eyes), etc. Explore more in the संवेदी अतिउत्तेजना को रोकना Resource.
Social-Emotional Learning (SEL): This is the process of developing self-awareness, self-control, and interpersonal skills necessary to understand and manage emotions, feel and show empathy in meaningful interactions with others, set and work toward goals, make responsible decisions, and more.
विशेष आभ्यासिक गुरु: The Special Education Teacher is half of the teaching team in an ICT classroom. This teacher may have greater training in working with students with disabilities and lesser training in the subject content. Throughout this guide, Special Education Teachers may be referred to as “teachers,” “partnering teachers,” “Classroom Teachers (CTs),” “Classroom Professionals” and more. Explore more in कक्षा में कौन है? कक्षा पेशेवरों के साथ सहयोग करना.
Stigma: Notions that shape our perceptions of groups, individuals and lived experiences based on race, ethnicity, geography, status, body, age, gender, and disabilities. See more in कलंक मुक्त कक्षाएँ बनाना.
Teaching Artist: Often abbreviated as ‘TA,’ a Teaching Artist is a professional visual, performing, or literary artist who works in schools and in the community. The Teaching Artist may perform for the students and teachers, may work in long term or short-term residencies in classrooms or in a community setting, or may lead in program development through involvement in curricular planning and residencies with school partners. The Teaching Artist is an educator who integrates the creative process into the classroom and the community.
Transitions: The action that facilitates moving from one place or activity to the next is referred to as a transition. The goal of a successful transition is to help students make a shift while maintaining focus, to alleviate anxiety for students who have difficulty with transitions, and to conserve valuable learning time. Teaching Artists typically facilitate three different kinds of transitions: entering the space/starting the lesson; moving between activities; ending the lesson/leaving the space.
Universal Design for Learning (UDL): According to the nonprofit education research and development organization CAST, Universal Design for Learning (UDL) is “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” We use universal design (or UDL) in this guide as a framework for planning and teaching that considers how to make a lesson or activity accessible for as wide a range of students with and without disabilities as possible. To learn more, see सीखने के लिए सार्वभौमिक डिजाइन में सर्वोत्तम अभ्यास.
Warm-Up: आमतौर पर छोटी और गतिशील गतिविधियाँ, वार्म-अप एक ऐसा तरीका है जिससे टीचिंग आर्टिस्ट छात्र की व्यस्तता और ऊर्जा का जल्दी से आकलन कर सकते हैं, प्रतिभागियों को सक्रिय और सक्रिय कर सकते हैं, और पाठ योजना से जुड़े एक कौशल या अवधारणा का परिचय दे सकते हैं।
White Supremacy Culture: A prevalent set of cultural norms that support the idea that white, nondisabled, cisgender, heteronormative people of European descent are the ideal/normal humans. These norms or concepts are often not named but deeply ingrained in American society, educational systems, and organizations. Read more in Tema Okun’s analysis of this culture here.
Workshop: In the field of Teaching Artistry, a workshop refers to a single visit by a teaching artist to a classroom, after school program, community center, or other space, in which students or other participants receive specialized instruction in a particular art form or technique within an art form.
Word(s) of the Day: Sometimes included in lesson plans, words of the day may include key concepts or vocabulary that students will learn and use during the lesson. Consider
Sharing the word(s) in multiple ways: saying it out loud, writing the word and providing a drawing or image, leading the class in saying it together, etc.
