Welcome to TLC Teach Community!

This site is here to support Tribes TLC® trainers and Tribes TLC® teachers. If you are not trained in the Tribes TLC® process, please link to our home page, for more information about building a culture for learning in your classroom, school, community.

The learning experiences offered on this site are outlined in the format familiar to you from your Tribes training. We refer you to your Tribes book for strategy directions. If you don't have a Tribes book, look around... we have a link for that, too!

We are just getting started here, but we hope to make this site an online community of learners; we want to support you (we have request forms) and feature you and/or your ideas (we have a submission form). Eventually we may have pod casts and video to demonstrate/explain Tribes TLC® strategies, concepts, and components. Right now, this site is totally free! This is our premier - beta version.

So, let's get started. Please log-in and prepare to be (re)energized!

Learning Experiences

Math

  • 2-Step (Multi-Step) Equations
    • Students interact to determine the appropriate sequence for simple algebraic expressions and solve linear equations. (Grade 7-9)
  • Fractions
    • Students work collaboratively to recognize and generate equivalent forms of commonly used fractions. (Grade 3-5)
  • Graphing
  • Integers
    • Students work in groups and use clues to develop meaning for integers and represent and compare quantities with them. (Grade 6-8)
  • Order of Operations
    • Students assess and demonstrate they understand meanings of operations and how they relate to one another through an interactive strategy called “snowball”. (Grade 6)
  • Place Value
    • Students cooperate to understand the place-value structure of the base-ten number system. (Grade 3-5)

Science

  • Blood-borne Pathogens
    • Students work in groups to explore and explain blood-borne pathogens; how to handle blood safely and appropriately is also part of the discussion.
  • Circulatory System
    • Students use an interactive strategy to review and assess learning about their own circulatory system.
  • Electricity and Magnetism
    • Students work cooperatively to categorize vocabulary terms, characteristics, and functions of electricity and magnets, (Grade 4)

Social Studies

  • California Missions
    • A project; students have opportunities to demonstrate knowledge of the topic through eight multiple intelligences, either individually, or in groups.
  • History
    • Students individually express fact about history and culture, then work in various group configuration to share and assess what they learned
  • MIddle Ages
    • Students work together to build a castle featuring essential characteristics; this "influence" strategy simulates characteristics relevant to the MIddle Ages, as well as opportunities for valuing diversity.

Language Arts

  • Character Analysis
    • Students communicate and share personal information to apply literary response and analysis (characters for lower grade; themes and narrative analysis for upper grades). (Grade 4-12)
  • Colon and Semi-Colon
    • Students work collaboratively, in small groups to learn and apply the use of a semicolon between items in a series containing internal punctuation, use of a semicolon between closely related independent clauses not joined by a coordinating conjunction, and use of a colon to introduce a list. (Grade 4-7)
  • Creative Writing
    • Students work cooperatively to create stories while evaluating one another’s work.
  • Expressive Writing
    • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate their own narrative, from their shoes’ point of view.
  • Metaphor
    • Students interact to share experience in terms of metaphor, defined as literary response and analysis, specifically figurative language. This learning experience is also strongly social/emotional learning, as the topic is “bullying”. (Grade 4-8)
  • Narrative Writing
    • Students use an interactive graphic organizer to relate ideas, observations, or recollections of an event or experience. The strategy is designed to provide a context to enable the reader to imagine the world of the event or experience, use concrete sensory details, and provide insight into why the selected event or experience is memorable. (Grade 3–7)
  • Parts of Speech
    • Students use an interactive graphic organizer to practice written and oral language conventions, namely grammar. (Grade 2-3)
  • Persuasive Writing
    • Using a “circular curriculum”, a strategy based on Multiple Intelligence theory, students work collaboratively to create a demonstration of understanding of how to write a persuasive composition. This is also an authentic assessment. (Grade 5-8)
  • Reading Comprehension or Literary Analysis
    • Use any text, short story, literature in this strategy based on Multiple Intelligence theory. A “circular curriculum” reaches all learners; this strategy is described generally (one example) and specifically (three examples). (Grade 4-12)
  • Syllabication
    • Students work in small groups to apply knowledge of basic syllabication rules, with the familiar topic of one another’s names. (Grade 2-4)
  • Vocabulary Development
    • Students work together creatively and collaboratively to practice word analysis: vocabulary and concept development. This strategy applies to a wide range of grade levels, and it a good prewriting activity as well. (Grade 2-12)
  • Writing a Paragraph
    • Students use an interactive graphic organizer to create a single paragraph, develop a topic sentence, include simple supporting facts and details. (Grade 3)