Defined by Brazilian mathematician Ubiratan D’Ambrosio as intersections of culture, historical traditions, socio-cultural roots, and mathematics. It seeks to answer the question of students in math classes everywhere: What’s the relevance? Often the answers are experienced on location during field trips, by applying math to the world around us, and making it meaningful. It is …
Use art, media, song, and dance to create more impactful messaging and learning. Have youth present and understand peer relationships, social studies, literature, and current events by exploring the arts of a particular time or place. Have them write poetry, prose, letters, or journal entries from the perspective of others far away in time or …
Have children sit or stand in a circle. The group counts from one to ten. Anyone can say a number, but if two people say a number at the same time, everyone has to start again from the beginning. This can be difficult, but it is worth persisting. It builds concentration, togetherness and awareness of …
Research shows that practicing pro-social behaviors is essential to internalizing these dispositions. Have youth form small groups of two to four. Hand out a sample age-typical conflict. Tell them they must create two skits. One skit will demonstrate how not to solve a conflict through the incorporation of words that utilize anger and blame, …
While doing creative writing, have youth investigate the people involved in their storyboards. What types of people were involved? What do you think they were thinking and feeling? Encourage the identification of at least three divergent perspectives and interests. Young people can do the same with poetry, prose, or film. What are additional perspectives that …
Revisit an event that ended with a less than desirable outcome. Encourage youth to create their own alternative endings. Why did they make the choices that they made? How have the outcomes changed positively as a result of those choices? What was difficult about those choices?
A simple idea to eliminate loneliness and isolation and foster friendship and inclusion on the playground or in any public space. They work best when the bench is clearly identified as such, to stand out from other simple benches. It becomes a safe space for a young person to sit when they may need help, …
Create laminated pictures or drawings of various needs and wants, or have the items on hand. Have youth toss the items in a “want” bucket and a “need” bucket. Once the items are in the buckets, have them gather the wants and needs separately into two categories, writing them out or drawing them. Next, have …
An idea born in 2006 that works very well with young children, in which a bucket represents your mental and emotional self. When your bucket is full, you feel confident, secure, calm, patient and kind. When your bucket is empty, you feel sad, negative, insecure, nervous, and even angry. Having an empty bucket can cause …
To create an autobiographical story, start with the problem, tension, conflict or personal realization that will serve as the heart of the story. Then work backwards by describing the setting (place & time) and characters. Develop the story forward by describing significant life events leading up to the climax. Then resolve the problem, tension or …