This module will help instructors who are looking to implement MDE's Future Proud Michigan Educator (FPME) Explore Curriculum. This module is the first in the series, and focuses on the fundamental learnings in working with future educators.

The professional learning modules for FPME Explore are comprised of 4 modules in the "Foundations Course" as well as the "Planning Course," which includes modules specific to each of the six units in the student curriculum.

Educators looking to earn SCECHs for the completion of this learning can register here: https://plp.michiganvirtual.org/Registration.aspx?course=731

This module will help instructors who are looking to implement MDE's Future Proud Michigan Educator (FPME) Explore Curriculum. This module will introduce teachers to recent shifts in teacher preparation in the state of Michigan.

The professional learning modules for FPME Explore are comprised of 4 modules in the "Foundations Course" as well as the "Planning Course," which includes modules specific to each of the six units in the student curriculum.

Educators looking to earn SCECHs for the completion of this learning can register here: https://plp.michiganvirtual.org/Registration.aspx?course=731

This module will help instructors who are looking to implement MDE's Future Proud Michigan Educator (FPME) Explore Curriculum. In this module, instructors will learn more about the EXPLORE program models, curriculum, student modules and pacing.

The professional learning modules for FPME Explore are comprised of 4 modules in the "Foundations Course" as well as the "Planning Course," which includes modules specific to each of the six units in the student curriculum.

Educators looking to earn SCECHs for the completion of this learning can register here: https://plp.michiganvirtual.org/Registration.aspx?course=731

This module will help instructors who are looking to implement MDE's Future Proud Michigan Educator (FPME) Explore Curriculum. Module 4 speaks specifically to using a Learning Management System with EXPLORE, assessing student work, and facilitating clinical placements and mentors.

The professional learning modules for FPME Explore are comprised of 4 modules in the "Foundations Course" as well as the "Planning Course," which includes modules specific to each of the six units in the student curriculum.

Educators looking to earn SCECHs for the completion of this learning can register here: https://plp.michiganvirtual.org/Registration.aspx?course=731

In this lesson, you will explore identity. Identity is a very broad term and it can impact us in a variety of ways. Today, we will think about what defines and shapes our own identity. We will also reflect on how these characteristics of identity affect our relationships in school and the way that we experience school.

For this lesson, you will define and explore the idea of community. You will think about what communities you belong to and you will realize that those communities tell you messages (overt and covert) about your own learning. When you can receive those messages, it may impact the way that you teach and interact with others when you are in the classroom.

Now that you can distinguish between a community and a group, let’s think about what makes a learning community a healthy and productive community. In the “Learning & Growing in a Community” lesson, you reflected on messages that you received from various communities. In this lesson, you will identify and analyze elements of a healthy learning community and think about the roles that adults play in creating that community.

In the last lesson, you focused on the elements of a healthy learning community. In this lesson, you are going to delve deeper into two big ideas from the previous lesson: environment and culture. Through this lesson, you will learn how classroom environments are developed and how a teacher can use the environment to create a positive classroom culture.

For this lesson, you will closely consider teaching practice or the moves (actions) that teachers make in the classroom while they are teaching. You will begin to practice labeling those moves with teaching vocabulary and noticing the way that teacher’s moves can build positive academic identities for students.

In our previous lessons, we’ve talked about moves teachers make to build community and positive classroom culture. In this lesson, we’ll continue to closely consider those concepts when we analyze how teachers use routines and relationships to respond to student behavior.

In this lesson, you will notice examples of how teachers use reflective practice to focus on or improve their teaching practice. Then, you will apply reflective practice to express your own beliefs about teaching and learning in healthy learning communities.

Culture is a very broad term. Many different components can make up a person’s culture and contribute to our interpretation of culture. Through this lesson, you will explore the concept of culture by reviewing various examples. The lesson will help you form your own personal definition of culture and an understanding that the uniqueness of each person’s culture is important in teaching and learning.

In the previous lesson, you spent time thinking about your own culture and experiences. Throughout this lesson, you will take this idea further to understand why experts think culture influences teaching and learning.

Throughout this lesson, you will learn about two key concepts: Funds of Knowledge and Cultural Capital. We will use these concepts to reflect your own experiences, family experiences, and community experiences related to education. You will learn more about your own Cultural Capital and Funds of Knowledge and think about how these contribute to your ideas and beliefs surrounding teaching and learning.

Throughout this lesson, you will learn about the ways in which bias, stereotyping, and discrimination can influence our ability to communicate and build relationships. Specifically, you will consider why we make assumptions about those who are different from us, assumptions others make about us, and the impact assumptions can have on relationships. You will be asked to consider the ways that these assumptions and their impacts can interfere with teaching and learning.

For this lesson, you will continue to explore identity and how it impacts your experiences in school and out of school. You will consider the ways that individual identities combine and work together to produce power, privilege, oppression, and sometimes discrimination.

This lesson is the culmination of the unit on Culture and Identity. In the lesson, you will review the major cultural influences in your life, thinking about what role they played in developing your identity and your interest in working with young people. You will also work to explain those influences from your own perspective in order to practice building relationships.

Most students think of school as a required part of life. But, have you ever stopped to think about why it is required? Or what the purpose of education is? Throughout this lesson, we will consider the historical purpose of education and the purpose of education today. You’ll also spend time understanding how schools are governed.

In the last lesson, you learned about the purpose of school, school governance, and its impact on society. As we explore this lesson, you will take your learning a step further and explore Civil Rights and Educational legislation. You will spend time reflecting on how educational policies impact educators and students in schools and in the classroom.

Our first two lessons helped you understand from a historical perspective why the educational system was created and the current ways in which the system functions. We explored a brief history of civil and educational rights and now you should be thinking about the current education system. As you explore the content over the next few lessons you will begin to explore inequity and inequality in the current system.

As we continue to explore this topic over the next four lessons, keep these ideas in the back of your mind.

Why are some school systems designed for the success of some students and not others?
Who are the policy makers and entities that might favor maintaining educational equity and why?
Who has historically benefited and who has historically not benefited from educational systems?
Who might oppose the changes that support increased equity? Why?