Monthly Archives: November 2018

New Addition to Civics360: Scripts for More Than 60 Videos

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360

Civics360 is a resource for civics education that we at the Florida Joint Center for Citizenship are excited to provide to the civics education community in Florida and beyond. It contains readings in multiple languages, more than 60 animated and narrated videos across a variety of topic areas, practice assessments, external resource links, and vocabulary tools. Recently, we began adding short activity resources pulled from our traditional lesson plans that can be used as a supplemental enrichment or instructional tool within some modules (and this process is ongoing!).

We constantly seek to improve this resource, based on your input and requests. Of course we are adding the aforementioned activities, as requested by so many folks. We are currently beginning work on improving the practice assessment, and we have plans to go back and re-record or revise some of the earlier videos to address concerns over pacing and related audio issues. One of the most requested additions is a transcript of each video. Happily, after an extensive review of every video and revisions to scripts that were changed during development, we have now completed and uploaded the scripts for all 60-plus videos on Civics360.

script example

These can be used as supplements to the video, to assist students in completing the viewing guides, to help kids that might be a bit hard of hearing, or simply as an additional reading resource if you don’t want to show the videos. You can find them right above the video itself.

script location

We hope you find these useful. If you have questions or comments about this or anything else on Civics360, please feel free to shoot us an email!

anxieties of influence

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Emerson, Lowell, cummings, and Plath,
Stevens, Roethke, Frost, MacLeish, and Hall,
Ashbery, Bishop, Eliot and Rich–

I write them down in verse, shuffling their names
To fill my lines, making them my material,
They who took all the words I want to use.

(Longfellow, his house a federal shrine,
Is too “historic” to trouble me much.
Phyllis Wheatley, too, but all honor to her;
And grey Amherst is a world apart.)

My adopted city is still more theirs than mine,
Though they have settled into matte darkness
While I still walk the prosaic blocks,
Narrow sidewalks, double-decker homes,
Gingerbread, brutalism, and maple leaves,
And belligerent drunks who own their spots
Until the streetlights dim and the town stirs.

— Cambridge, MA, November 2018

Common Ground for Action Dates in November & December

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For those looking to get more experience with the Common Ground for Action (CGA) forums, there are several forums and open practice sessions happening throughout November and December. CGA is an online platform from NCDD member orgs, the National Issues Forums Institute and Kettering Foundation, to be used in conjunction with the NIFI issues guides and hold space for participants to deliberate on that specific issue. Forums will be held on a wide range of subjects, so we encourage you to learn more about the offerings and register to join! You can read the announcement in the post below and find the original information on NIFI’s site here.

Register to Join an Online Forum – November and December Dates Available

The Kettering Foundation (KF) and the National Issues Forums Institute (NIFI) are convening online Common Ground for Action (CGA) forums in November and December— these are great opportunities to share with people you’d like to experience a deliberative forum: teachers who might want to use deliberation in the classroom, partners on an issue who are new to forums.  Please share this post widely with your networks and on social media.

Register below to participate in any of the following CGA forums.

Common Ground for Action Open Forum Series:

What Should We Do About the Opioid Epidemic?  Register
Thursday November 1 @ 1:30p ET/10:30am PDT

Coming to America: Who Should We Welcome? What Should We Do?  Register
Tuesday November 13th @ 12:00pm ET/9:00am PDT

Changing World of Work: What Should We Ask of Higher Education?  Register
Monday November 26th @ 7:00pm ET/4:00pm PDT

Shaping Our Future: How Should Higher Education Help Us Create the Society We Want?  Register
Wednesday December 5th @ 1:00pm ET/10:00am PDT

America’s Energy Future: How Can We Take Charge?  Register
Saturday December 15th @ 6:00pm ET/3:00pm PDT

November and December Common Ground for Action moderator practice sessions on Fridays. Register to join by signing up here!

This is an open practice session for new and seasoned Common Ground for Action online deliberation moderators. We will play around with features, workshop deliberative questions, and get practice moderating a robust online deliberative forum.

  • November 2nd @ 12p ET
  • November 9th @ 12p ET
  • November 16th @ 12p ET
  • November 30th @ 12p ET
  • December 7th @ 12p ET
  • December 14th @ 12p ET

You can find the original version of this announcement on NIFI’s site at www.nifi.org/en/register-join-online-forum-november-and-december-dates-available.

the value of diversity and discussion within social movements

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If you want a more deliberative society–one in which diverse people discuss and learn before (and while) they act politically–you’re not going to accomplish it simply by promoting deliberation. Too many people are understandably motivated by specific agendas, and too many resources are spent to promote specific goals, for a deliberative strategy to work on its own.

But we do have social movements, and they could fuel deliberation. At first glance, they don’t seem promising, because they tend to recruit people who share specific goals and then make demands on target authorities. They do not seem likely to encourage discussion among people who disagree. Charles Tilly, a major theorist of social movements, argued that movements need WUNC–worthiness, unity, numbers, and commitment–to succeed (Tilly 2004). A large group of people who demonstrate unity do not seem to be deliberating.

However, the research increasingly suggests that social movements are more likely to succeed if they are internally diverse and good at promoting a free and rich internal conversation. I have cited Erica Chenoweth & Maria Stephan (2011) and Marshall Ganz (2010) to this effect. My own model is SPUD: movements need scale (lots of people), pluralism (diversity of identities and views), unity (shared objectives and tactics), and depth (growth and learning for the participants). Deliberation is relevant because it takes talk to combine scale with depth and pluralism with unity.

New support comes from Wouters (2018). He has shown Belgian and American samples media clips of protests that demonstrate WUNC and that are experimentally altered to show either more or less diversity.

Diversity deals with the heterogeneity of a demonstration’s composition and thus with variation in descriptive characteristics of participants (participation of the young and the elderly; employers and employees; the rich and the poor). Whereas unity deals with the extent to which a group is on the same page and a solid bloc, diversity focuses on a march’s composition. Whereas numbers appeal through an increase in quantity, diversity boosts attractiveness through an increase in quality (various types of participants). Diversity breeds public support, I argue, because observers are presented with more opportunities to identify and because it signals observers that the movement and its grievance engage all citizens. Non-diverse crowds create the impression that the protest serves narrow self-interests, limiting potential identification. In sum, I expect more diverse protesters to facilitate identification and to trigger more supportive reactions.

His finding is that diversity improves audiences’ responses to the protests. He has coined the term dWUNC, “diverse WUNC,” and sees it as an ingredient of success.

Wouters argues that protests are more appealing when members of the audience can see individuals like them among the protesters. They are more likely to see people like themselves if the movement is diverse. He notes that Black Lives Matter protests became more appealing to white viewers if they included some white participants, but black viewers’ opinions did not change.

Wouters’ findings are troubling because demographically homogeneous groups also have value. Oppressed people have a right (and sometimes have good reasons) to act separately, without demonstrating that they have “diverse” support. However, if Wouters is correct, then it’s worth at least considering the cost of fielding a homogeneous group.

I would add that a movement that consistently puts diverse people onto the streets will have to promote internal deliberation to keep those people unified. If this is correct, then a strategy for making society more deliberative is to encourage social movements to maximize their internal diversity. They should do so to make themselves appealing, but as a major side effect, they will promote deliberation.

I make this argument in Levine 2018, but without citing Wouters 2018, which appeared too recently. Here is my PowerPoint on the topic:

Citations

  • Erica Chenoweth & Maria Stephan, Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict (Columbia Studies in Terrorism and Irregular Warfare, 2011)
  • Marshall Ganz, Why David Sometimes Wins: Leadership, Organization, and Strategy in the California Farm Worker Movement (New York: Oxford University Press, 2010), pp. 17-18.
  • Peter Levine, “Habermas with a Whiff of Tear Gas: Nonviolent Campaigns and Deliberation in an Era of Authoritarianism,” Journal of Public Deliberation, in press
  • Ruud Wouters; “The Persuasive Power of Protest. How Protest wins Public Support,” Social Forces, soy110, https://doi.org/10.1093/sf/soy110 (03 November 2018)
  • Charles Tilly, Social Movements: 1768-2004 (Boulder/London: Paradigm, 2004)
  • Support, Social Forces, 2018, https://doi.org/10.1093/sf/soy110

See also: we need SPUD (scale, pluralism, unity, depth); closing remarks at the Bridge Alliance summit; Why Civil Resistance Works; tools for the #resistance; and so, you want to strengthen democracy?

Celebrating Our Time Together at #NCDD2018!

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Wow! We can barely believe it’s been a week since we all parted ways at #NCDD2018! The 8th National Conference on Dialogue and Deliberation convened hundreds of innovators and practitioners in dialogue, deliberation, civic engagement, and more. It was an incredible time to come together, see old friends and make new ones, learn from each other, and find ways in which we can conspire moving forward.

Lots of gratitude is in store for those who helped make #NCDD2018 the dynamic event that it was! An immense THANK YOU to our conference sponsors (and D&D champions) for your generous support – you truly help drive this work and this field forward, and we couldn’t do this without you!

Huge THANK YOU to our indispensable conference planning team who worked hard to make NCDD2018 such a great success! NCDD conferences are collaborative from the beginning, which is why it was vital to have such a creative and supportive planning team. These phenomenal individuals offered their precious hours and valuable skills to make this conference a sensational reality – helping design the event, getting the word out, and volunteering on the ground to make sure things went smoothly. Putting on an event like #NCDD2018 is no easy lift, but because of the incredible team we worked with, they made it both possible and a joy!

While the conference planning team worked hard to design a great event… it’s thanks to our fantastic attendees who really brought #NCDD2018 to life! It was wonderful to see so many familiar faces and also meet lots of new folks who have been doing this work (many of whom were first-timers to NCDD conferences!). It’s exciting to say that with over 450 attendees – #NCDD2018 was our largest event yet!

Our theme for this conference was, Connecting and Strengthening Civic Innovators, and so we made sure to provide ample space for people to connect with each other, build relationships, and explore how to broaden the capacity for this work.

#NCDD2018 featured 6 pre-conference sessions and several other events on Thursday, and over the following three days we had: 60+ workshops, 3 engaging plenaries, 40+ presenters during the D&D Showcase, 3 mentoring sessions, dozens of posts on the Networking Board, and countless connections made throughout. This conference held space for fellow attendees to connect with each other by using the plentiful breakout rooms or getting out in the city for a Civic Dinner. If there was a session you didn’t see and/or wanted to explore a particular subject more, you could offer your own session during the plenaries for Open Space and ProAction Cafe. This conference had a unique opportunity for NCDDers to attend the kick-off community event for the White Privilege Symposium which was held in the main ballroom on Friday night and offered an evening of powerful performances on addressing inequality.

Not to rub it in too much, but if you weren’t able to join us, you really missed out!

Moving Forward to Connect and Strengthen Civic Innovators

NCDD conferences are always in-person reminders of just how powerful this work is and how truly catalytic we can be when we come together. We want the conferences to be incubators for motivation to do this work and connections to make it happen, both at the conference and beyond!

There are a few ways to enrich your experience at #NCDD2018 and/or tap into the knowledge of the conference (even if you weren’t able to join us in person). We encourage you to check out:

  • The conference Google drive folder – which can be found at: bit.ly/ncdd2018. We highly recommend that everyone please add your notes, slides from your presentations, and other info to the folder for everyone to share. We also hope you’ll upload the best pictures you took to this folder so we can see all of the smiling faces of NCDD!
  • Our interactive guidebook (hosted by Konveio) – view graphic recordings, post comments, connect with other attendees, and more at www.kauses.org/ncdd2018

Keep the conversation going on social media with the hashtags #NCDD2018, #NCDD, and #NCDDEmergingLeaders or by participating in our NCDD Facebook Discussion Group. Don’t forget to follow NCDD on Facebook and Twitter!

Friendly reminder! At the conference, we shared a special offer for attendees to join NCDD as a member at a discounted rate and you got to experience first-hand the exciting potential of NCDD and being part of the Coalition. We want to remind folks who attended #NCDD2018 to take advantage of this limited time offer to join NCDD as a member ASAP while it still lasts! An email with the link on how to join at this special rate was sent out last week, so email me at keiva[at]ncdd[dot]org if you missed it.

We want to hear from you! The conference evaluation is up at www.surveymonkey.com/r/NCDD2018Eval. Please be sure to let us know what you loved, what could have been better, and any advice you have for the next planning team. We appreciate any feedback you can offer and will take it into consideration as we plan #NCDD2020. Thank you so much!

We are truly honored to be working to support our network and the important work you do. We will continue to share more in-depth updates on specific outcomes and next steps that emerged from the conference over the next weeks, so continue to check back here on the news blog for more.

For now, let’s bask in the great memories we made during this incredible gathering of our field while we make plans for advancing our work until the next time we all meet together for #NCDD2020!

Large Grant Available for Dialogues on Experience of War

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Veteran’s Day offers us a chance to be intentional in our gratitude to those individuals who have served our country and honor the freedom they provided because of their service and sacrifice. Which is part of why we were eager to share this funding announcement for a $100K grant available that is geared toward veterans (but the application is due soon!). The National Endowment for the Humanities is offering up to $100,000 to support discussion programs designed to reach veterans and active military on the experience of war. The application is due November 15, so make sure you submit yours ASAP and share with your networks! You can find the announcement below and read the original on the NEH site here.

Dialogues on the Experience of War

The National Endowment for the Humanities offers the Dialogues on the Experience of War program as part of its current initiative, Standing Together: The Humanities and the Experience of War. The program (Dialogues) supports the study and discussion of important humanities sources about war, in the belief that these sources can help U.S. military veterans and others think more deeply about the issues raised by war and military service. Dialogues is primarily designed to reach military veterans; however, men and women in active service, military families, and interested members of the public may also participate.

The program makes awards of up to $100,000 to support…

  • the convening of at least two sustained discussion programs for no fewer than fifteen participants; and
  • the creation of a preparatory program to recruit and train program discussion leaders (NEH Discussion Leaders).

Preparatory training and discussion programs may take place in veterans’ centers, at public libraries or cultural centers, on college and university campuses, and at other community venues. The discussion programs should comprise multiple meetings that are long enough to allow participants to engage in deep and inclusive discussion.

Grant Snapshot

Maximum award amount: $100,000
Open to: Organizations
Expected output: Curriculum, Community Partnerships, Discussion Groups, Facilitator Training
Period of performance: Twelve- to twenty-four months

Application available September 26, 2018
Draft due October 10, 2018
Application due November 15, 2018
Expected notification date April 1, 2019
Project start date May 1, 2019

Potential Resources for Dialogues on the Experience of War Projects

War, military service, patriotism, pacifism, and civic duty are themes that have permeated the great works of history, literature, philosophy, and art that will form the basis of Dialogues on the Experience of War discussion programs. From the Standard of Ur to the Book of Deuteronomy, to Herodotus, Thucydides, Sun Tzu, the Mahabharata, Augustine, and Thomas Aquinas, the subject of war—its causes and effects, and the experience of soldiers, sailors, civilians, and families—has animated the works of poets, philosophers, historians, artists, and theologians of the ancient and medieval world.

The same is no less true in the modern world, in which great questions about war and military service have commanded sustained attention in literary, historical, artistic, and philosophical sources. Powerful works emerged from the wars of the last three centuries. Consider, for example, the writings of Carl von Clausewitz and Henry David Thoreau; poetry by Rudyard Kipling, Wilfred Owen, Anthony Hecht, and Brian Turner; histories by Russell Weigley, Drew Gilpin Faust, John Keegan, and Laura Hillenbrand; plays by Alice Dunbar-Nelson and David Rabe, artworks by Käthe Kollwitz, Pablo Picasso, and Stanley Spencer; Civil War ballads and Dmitri Shostakovich’s Seventh Symphony (dedicated to the city of Leningrad in 1941).

To this list may be added many powerful cinematic treatments, including La Grande Illusion (France, 1937), The Best Years of Our Lives (United States, 1946), Night and Fog (France, 1955), The Cranes Are Flying (USSR, 1957), Hell in the Pacific (United States, 1968), Das Boot (Germany, 1981), The Pianist (Poland, 2002), Turtles Can Fly (Iraq/France/Iran, 2005), and The Messenger (United States, 2009).

The works listed here are offered only as examples. None of them needs to be included on proposed syllabi.

Download Application Materials

Dialogues on the Experience of War Guidelines (PDF)

Dialogues on the Experience of War Guidelines (DOC)

Dialogues on the Experience of War Grants.gov application package

Budget Resources

Budget Form, September 2018 (MS Excel)

Dialogues on the Experience of War Sample Budget, 2018 (PDF)

Program Resources

Form for Submitting a Preliminary Sketch of a Dialogues on the Experience of War Proposal (MS Word)

Dialogues on the Experience of War Frequently Asked Questions, 2018 (PDF)

List of recent grants in this program

DUNS Number Requirement

Sample Application Narratives

Governors State University, War Memory and Commemoration in the Humanities (PDF)

University of Florida, War and the Everyday Life of Combatants (PDF)

Minnesota Humanities Center, Echoes of War (PDF)

Touchstones Discussion Project, Comparing the Returns Home of Homer’s Odysseus and Modern Soldiers (PDF)

You can find the original version of this and where to register at www.neh.gov/grants/education/dialogues-the-experience-war.

ENGAGING IDEAS – 11/09/2018

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Democracy

Is Democracy at Risk? A Lesson Plan for U.S. and Global History Classes (New York Times)
Often we take for granted that the United States is a democracy, and that democracy is a form of government worth celebrating. This lesson starts there, but then pushes students to reflect on why democracies are worth protecting, what elements are essential to a healthy democracy and how it is that democracies sometimes fail. Continue Reading

Is More Democracy Always Better Democracy? (The New Yorker)
Parties are losing control over their candidates. Two scholars argue that ordinary Americans are the ones paying the price. Continue Reading


Opportunity/Inequality

How resources and opportunities differ for NYC students (Hechinger Report)
Resources, instructional materials are drastically different for public school students living in the same city. Continue Reading

Democrats Win Control Of The Wealthiest Districts -- But Also The Most Unequal (Forbes)
Democrats took control of the House, gaining at least 30 seats (there are still technically 422 of 435 seats undeclared), and bringing the balance of power up to 225 Democrat representatives against 197 Republican. Democrats, in fact, now represent 41 out of the top-50 wealthiest congressional districts - and all 10 of the top-10 wealthiest districts, according to a recent election study. Continue Reading

Conservative Arkansas could soon have the highest effective minimum wage in the country (The Washington Post)
Arkansas is likely to have the highest effective minimum wage in the country soon, setting up a grand experiment in whether a high minimum wage in a poor state can raise workers out of poverty - or derail the state's economy. Continue Reading


Engagement

The 'Gateway Drug to Democracy' (The Atlantic)
When people are asked how they would like to spend their tax dollars and are given an option to directly implement that binding decision themselves, "it really inspires a different way of thinking about our governments and our cities." Continue Reading

City Voters Resoundingly Decide to Place Term Limits on Community Boards (Sunnyside Post)
Voters in New York City have decided to place term limits on community board members. Community board members currently serve two-year terms, and are re-appointed without limit. Continue Reading

Record voter turnout in 2018 midterm elections (CBS News)
An estimated 113 million people participated in the 2018 midterm elections, making this the first midterm in history to exceed over 100 million votes, with 49 percent of eligible voters participating in the election. By comparison, the 2014 midterm elections had one of the lowest turnouts in American history, with only 36.4 percent of eligible voters participating. In 2010, the first midterm of President Obama's tenure, 41 percent of voters participated. Continue Reading


K-12

A rich Michigan district gets $10.1K per student. Its poorer neighbor gets $7.9K. Will Michigan's new divided government change the math (Chalkbeat)
With Republicans solidly in control of the Michigan legislature, governor-elect Gretchen Whitmer's education agenda may depend on finding a sliver of common ground with the opposite party. Continue Reading

EDlection2018: 2016 National Teacher of the Year Jahana Hayes Elected to U.S. Congress in CT, Promising to Back Teachers and Increase School Funding (The 74)
Democrat and 2016 National Teacher of the Year Jahana Hayes made history Tuesday night, becoming the first black woman elected to Congress in Connecticut. Continue Reading

Report: Schools investing in ed tech they don't use (Education Dive)
With the massive increase in ed tech and, as a result, education apps, schools continue to boost their investment in these programs - but in the end, they don't really use them. Continue Reading


Higher Ed/Workforce

Cal State Sees Major Gains in Graduation Rates (Inside Higher Ed)
Administrators at the California State University System worried two years ago when the system set ambitious goals for increasing graduation rates. They were concerned that low-income students and students of color would be harmed by the new targets. One criticism, for example, was that students would be pushed into courses they were not prepared to take. Instead, the nation's largest and most diverse public university system is seeing record levels of achievement and narrowed equity gaps among low-income and minority students. Continue Reading

A Divided Congress Is Unlikely to Compromise on Higher Ed. But What if It Did? (The Chronicle of Higher Education)
In the wake of Tuesday's election results, there will inevitably be talk of reauthorizing the Higher Education Act, the main federal law governing student aid and other key higher-education policies, during the next two years. Continue Reading

A Lesson From Montanans' Vote to Tax Themselves to Fund Higher Education (The Atlantic)
At a time when Republican trust in college overall is low, voters tend to keep supporting their local schools. Continue Reading


Health Care

Why Doctors Hate Their Computers (The New Yorker)
Digitization promises to make medical care easier and more efficient. But are screens coming between doctors and patients? Continue Reading

Healthcare providers concerned, unsure how to address CMS price transparency final rule (Healthcare Finance)
There is growing concern about how much value the rule really provides for patients and the potential perception problem it creates for hospitals. Continue Reading

Industry slow to improve patient health literacy (Modern Healthcare)
It wasn't long after the primary-care focused Rio Grande Valley Health Alliance in McAllen, Texas, was formed in 2013 that it became apparent the accountable care organization's patients had trouble talking with physicians about their health during office visits. Part of the problem was language related-most of the ACO's 7,500 patients in the southern Texas border town speak English as a second language. But a bigger challenge was the intimidation patients felt when they were meeting a doctor in the clinic was limiting their understanding of their health and how to improve or maintain it. Continue Reading

Governor Charlie Baker signs Massachusetts civic education law

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A press release from the the Massachusetts Civic Learning Coalition (of which I’m a member):

The Coalition applauds Governor Charlie Baker for signing into law bill S.2631, giving Massachusetts one of the nation’s most innovative statewide civic education programs. The new law, which Gov. Baker signed today, provides for funding for the professional development of teachers to teach civics effectively, the opportunity for students to participate in civics-based projects, and establishes civic education as a priority for school districts across the state.

The Massachusetts Civic Learning Coalition (MCLC) thanks the State Senate, the House of Representatives and the Governor for their leadership in this legislation. This will help ensure that students across the Commonwealth will have access to a civic education curriculum that teaches them the rights and responsibilities of citizenship, fundamental knowledge about government, such as the functions of each branch and the electoral process, as well as key 21st century skills such as media literacy.

We commend the Legislature and the Governor for giving teachers the support they need to implement and teach the curriculum and facilitate civics projects to prepare students for thoughtful and informed participation in civic life. Specifically, MCLC appreciates the commitment to securing robust funding to implement the bill, including the provision of funds for teacher professional development through the Mass Civics Trust Fund.

“With the enactment of this law, Massachusetts has leapt to the forefront of civics education, joining states such as Florida and Illinois to take an innovative — and necessary — step to ensure that every young person in the state is prepared and engaged in civic life,” iCivics Executive Director Louise Dubé said. “This is a critically important law, passed at a critically  important moment for our state and our country.”

Arielle Jennings, Generation Citizen’s Massachusetts Executive Director said, “Young people often have a hard time seeing the political process as relevant to them and are disengaged from it as a result. This law will help strengthen our democracy by educating a new generation of active citizens.”

The Massachusetts Civic Learning Coalition is a roundtable of twenty civics education organizations, research institutions, school districts, and stakeholders committed to improving the quality and implementation of K-12 civic education for students across the state. Members of the coalition include: The John F. Kennedy Presidential Library Foundation, Generation Citizen Massachusetts, iCivics, and other organizations committed to civic education reform.

For further information on MCLC, please visit www.macivicsforall.org

FREE ONLINE CIVICS PD: New Cohort of ‘The Prepared Classroom’ Now Enrolling!

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Civics_Classroom_Logo_Final

Friends in Civics, we have some exciting news. The Florida Joint Center for Citizenship at the Lou Frey Institute is now offering a free online Canvas course targeting primarily new and beginning civics teachers in Florida, though it is open to any and all civics educators who are interested.

This program will provide educators new to civics with a supported professional
learning experience while teaching middle school civics. They will learn,
implement and reflect on educational best practices, engage with a cohort of
other educators and network with experienced civic education professionals. You can learn more about the course series here!

For those teachers in Florida seeking points towards certificate renewal, this course series offers that opportunity through the ePDC (electronic Professional Development Connections) system. In the infographic below, you can see the scope and sequence of the course series.

InfoGRaphCanvas2

“I just wanted to thank you for offering the online Civics Modules, I learned so much during the first one and can’t wait to implement some of the things I learned.” —A beginning civics teacher “Thank-you also for the course- I learned quite a bit about how to teach Civics in Florida and to especially to 7th graders.” —An experienced teacher new to civics in Florida

Later this month, we will be starting the next cohort for COURSE ONE. We hope to have Course Two ready later this fall or early winter.

A Prepared Classroom will focus on understanding the role of course descriptions and the Civics End-of-Course Test Item Specifications, utilizing curriculum and pacing guide resources, strategically planning and preparing for instruction, as well as providing data informed instruction based on formative and summative data. You can view the syllabus for the first course here: FJCC A Prepared Classroom Syllabus

You can enroll yourself in the course here! https://canvas.instructure.com/enroll/KWYTK4. Or, https://canvas.instructure.com/register and use the following join code: KWYTK4

Are you more interested in the second or third courses because you feel pretty good about the content in the first one? That is fine! You DO NOT have to take every course; Florida teachers may earn renewal points for EACH course in the series. We will be piloting the second course, A Cognitively Complex Classroom, in late 2018 or early 2019 with a small group of teachers, and will let you know when we launch it after what we hope will be a successful pilot!

Each course in the series will be offered through the free version of the Canvas platform. Canvas Free for Teacher accounts are always free, but they do not contain all features available to institutional users of Canvas. For example, no client support beyond access to the Canvas Guides is offered to you as a Free for Teachers user. With a Canvas Free for Teachers account users can access and participate in courses as well as create (and host) their own online courses. Please note that you WILL have to create a new account to use this version of the platform; it is not compatible with the institutional version you may use in your school or district. You can learn more about this version of the platform here.

In order to enroll in the course, you will need to be sure that you register through the ePDC system. Let’s walk through the process together. First, go to the PAEC website at PAEC.org.
PAEC 1

Once there, click on ePDC and if this is your first time, click on ePDC and then ‘Create an Account.’ Once you confirm your account registration, sign in and then click again on ePDC and select ‘Course Offerings’. You should see a screen like this:

EPDC2

Click on ‘Course Offerings’, and you will see something like this:
PAEC3

In the ‘Search Text’ bar, you can type ‘FJCC’, and the course should appear! BE SURE TO ENROLL IN THE NOVEMBER COURSE. 

nov course 2

 

Click on ‘Register’ and you should be in. The ePDC course is setup to automatically direct the person that registers for the course to the Canvas Course page.  You will have to create an account if you do not already have one but the link to the September course is embedded in the ePDC PAEC course.

You can expect a follow up email or two from your course instructor in Novemeber, prior to the start of the course. At this time, registration is limited to the first 25 participants, but it may be possible to make exceptions!

How are in-service points handled?
PAEC extracts in-service records from the ePDC and submits in-service data for member and participating districts to the Florida Department of Education as a service to districts. Teachers from outside of PAEC member or participating districts should print the Certificate of Completion for each course and submit the certificate to the appropriate district professional development office.

We do hope to see you in this online space for learning and the development of a virtual professional learning community. Please share this with anyone you believe might benefit from this course series! 

Questions about this entire course series, or the first course in the series (‘A Prepared Classroom‘), can be directed to Dr. Steve Masyada or Ms. Peggy Renihan.