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6/25/20
1
Student Engagement with an Equity Lens
National Urban Alliance - University St. ThomasSummer Institute 2020 • Cohort Grades 3-5
23-25 June 2020
Day 3 • 11:10–12:50 Central Standard Time1
The Tools• Materials
Composition book Paper Pens, Pencils and/or Markers
• Guides and Materials Critical Thinking Guide
• Camera or Phone�Helpful to take pictures of directions
2
3
T shirt – Social Change Lives here
4
Community Other Ideas• mathematics
• music
• science
• storytelling
• someone you miss
• something you miss
Share on Chat
Your ideas on greetings and other
community builders virtually.
5
6
Culturally Responsive Teaching PracticesThat are Sustaining
The 4 Cs
CommunicationCollaborationCreativityCritical Thinking
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• Identifying and activating student strengths
• Eliciting high intellectual performance
• Integrating prerequisites for academic learning
• Situating learning in the lives of students
• Building relationships
• Providing enrichment
• Amplifying student voice
High Operational Practices of the Pedagogy of Confidence:
B e l i e f 7
HOPsfor enhancingand sustaininge q u i t y
8
Inspiration Maps and Writing
Qualities
qualities
adjective
adjective
adjective
adjective
attributes
One person that inspires
you
Examples and evidences for each quality
I know I know something about ___________________.
First, ________________________________________.
Second, ______________________________________.
In addition, ___________________________________.
Finally,
_______________________________________.
Now you know something that I know about
_____________.
SojournerTruth
11 12
I try to be as honest about what I see and to speak rather than be silent, especially if it means I can save lives, or serve humanity.—Sandra Cisneros
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13
“In order for this to happen, your entire frame of reference will have to change, and you will be forced to surrender many things that you now scarcely know you have.”― James Baldwin, The Fire Next Time
A Journey to Cuba � (or any experience)
• Priming
• Processing
• Retaining for �Understanding
15
Culturalemphasizes purpose ofwhat isbeing learnedin relationshipto one’s own culture
Learningchoices in content &assessment based on own experiencesvalues, needsand strengths
Equitablewith learning environmentswhere studentsracial & ethnicdiversity isvalued whichcontributes to successfuloutcomes
Achievementin multiple ways �to represent knowledge and skills allowing for attainment of outcomes atdifferent points of time
Responsiveto positive relationships, rigorous learning experiences, & higher order thinking to address the world in a relevant action oriented manner
Cultural
Learning
EquitableAchievement
Responsive
What is the teacher’s responsibility to walk the equity?16
CommunityBelief
Belonging
Priming ProcessingRetaining for
Understanding
Critical Thinking
Thinking MapsQuestioning
InductivelyStudent Frame
WritingReflecting
17
S t r u c t u r e 18
Power of Belief
Focus on Equity
Call to Action
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19 20
21 22
Power of Belief
Focus on Equity
Call to Action
causes effects event
23
Multi-Flow Map – Cause / Effect
24
Focus on Equity
Power of Belief
Call to Action
?
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Key VocabularyPrediction
afraidunfair and untrueparticular characteristicbelief standardizedelevatoron noticepresencecrushing people’s perceptionsmusiccapable of
Audio – Music and Voice (2min 20sec)
Listening:
• That do you know about the voice’s experiences and beliefs?
• How does this impact your thinking and actions?
26
27
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity
29
Share on Chat and Voice
30
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causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity 32
Breakout Room
33
Share on Chat and Voice
• Eight Thinking Maps – representing eight cognitive processes to organize thinking.
• Frame of Reference – for expanding information from your schema of experiences, knowledge…
• Goal – student centered – students choosing map (cognitive process to organize their thinking.
34
Describing in ContextBrainstorming Categorizing Describing
Comparing& Contrasting
Cause and Effect Whole / Part AnalogiesRelationships
Sequencing
Thinking Maps as a Language
To Organize Thinking – Student Centered
schemaDefinition: Schema theory is a branch of cognitive
science concerned with how the brain structures knowledge.
A schema is an organized unit of knowledge for a subject
or event. It is based on past experience and is accessed to
guide current understanding or action.
36
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Frame of Reference
SchemaVideo (1min 40sec)
First Viewing:�Observe and reflect about the students thinking:
• How are student strengths being identified and activated?
• How is the classroom eliciting high �intellectual performances?
38
• Identifying and activating student strengths
• Eliciting high intellectual performance
• Integrating prerequisites for academic learning
• Situating learning in the lives of students
• Building relationships
• Providing enrichment
• Amplifying student voice
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity
Video (1min 40sec)
First Viewing:�What do you know about the students’ beliefs with their thinking?
40
41
Play video on Quicktime
https://vimeo.com/411553317
Chat Box
Comments on what you know about the students belief in their thinking.
Several share.42
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8
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity
Video (1min 40sec)
Second Viewing:�Observe and reflect about the students thinking:
• How are student strengths being identified and activated?
• How is the classroom eliciting high �intellectual performances?
44
• Identifying and activating student strengths
• Eliciting high intellectual performance
• Integrating prerequisites for academic learning
• Situating learning in the lives of students
• Building relationships
• Providing enrichment
• Amplifying student voice
45
Play video on Quicktime
https://vimeo.com/411553317
Share
EVERYONE share a reflection in CHAT BOX on something you are thinking in regards to this video connecting to your classroom.
46
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity 48
Qualities of a student having belief in their academic learningand high intellectual performance.
Classroom environment for ahome to high intellectual performancethat situates learning in the lives of the students.
Sequence of actions to createand sustain a classroom that is a home for the Pedagogy of Confidencefor student engagement with anequity lens.
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9
Breakout Room – 3 min
Observations of — Power of Belief
How is there — Focus on Equity
Your personal — Call to Action49 50
Share on Chat and Voice
51
Video - Part 1 (3min 22sec)
Garfield Community School �High Operational Practices
First Viewing:�What do you know about the �students’ thinking?
How does this inform belief in the learner?
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity
53
Amplifying Student Voice�Garfield Community School• Powerful Questions: Priming
• Circle Map: Priming and Processing
• Installation: Processing and Retaining for Understanding
• Reflection: Retaining for Understanding and Priming for next steps.
54
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Video Part 1 (3min 22sec)
Garfield Community School �High Operational Practices
Second Viewing:�What is the impact on student learning?
How can these methods be used virtually and in the classroom?
55 56
Chat Box
Comments on what you know about the students belief in their thinking.
Several share.57
• Identifying and activating student strengths
• Eliciting high intellectual performance
• Integrating prerequisites for academic learning
• Situating learning in the lives of students
• Building relationships
• Providing enrichment
• Amplifying student voice
High Operational Practices of the Pedagogy of Confidence:
B e l i e f 58
HOPsfor enhancingand sustaininge q u i t y
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity 60
Video - Part 2 (1min 59sec)
Garfield Community School �High Operational Practices
First Viewing:�What do you know about the �students’ thinking?
How does this inform belief in the learner?
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61
Garfield Community School - Reflections (1min 59sec)
Chat Room
Comments on what you know about the students thinking.
Several share in voice.
62
Video Part 2 (1min 59sec)
Garfield Community School �High Operational Practices
Second Viewing:�What is the impact on student learning?
How can these methods be used virtually and in the classroom?
63 64
Garfield Community School - Reflections (1min 59sec)
causes effects event
Multi-Flow Map – Cause / Effect
your schema, your actions, your beliefs, your thoughts and actions on equity 66
Qualities of a student having belief in their academic learningand high intellectual performance.
Classroom environment for ahome to high intellectual performancethat situates learning in the lives of the students.
Sequence of actions to createand sustain a classroom that is a home for the Pedagogy of Confidencefor student engagement with anequity lens.
6/25/20
12
Breakout Room – 3 min
Observations of — Power of Belief
How is there — Focus on Equity
Your personal — Call to Action67
Amplifying S t u d e n t V o i c e68
Video (1min 50sec)
First Viewing:
• What do you know about the students’ thinking and building understanding?
• How does this inform situating learning in the lives of students?
69 70
Chat Room
Comments on what you know about the students thinking.
Several share.
71
Video (1min 50sec)
Second Viewing:
• Why is this important?
• How is this important?
72
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73
Chat Room (and Voice)
Share your observations and questions you have about the student’s thinking in this school.
74
Ain't I A Woman?Sojourner Truth (1797-1883)
Delivered 1851, Akron, Ohio
Women's Rights Convention,
Old Stone Church
Qualities �attributes, adjectives
qualities
SojournerTruth
Examples and evidences for each quality
qualities
qualities
qualities
qualities
qualities
“It always seems impossible until it is done.”
—Nelson Mandela
Strategy Review ChartName of Strategy
(and Primitive)
Cognitive Process or Function
Best Use (Priming,
Processing, Retaining for
Mastery)
HOP & CLEAR
Connections
Remember/Refection
Impact
78
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79
Power of Belief
80
Culturalemphasizes purpose ofwhat isbeing learnedin relationshipto one’s own culture
Learningchoices in content &assessment based on own experiencesvalues, needsand strengths
Equitablewith learning environmentswhere studentsracial & ethnicdiversity isvalued whichcontributes to successfuloutcomes
Achievementin multiple ways �to represent knowledge and skills allowing for attainment of outcomes atdifferent points of time
Responsiveto positive relationships, rigorous learning experiences, & higher order thinking to address the world in a relevant action oriented manner
Cultural
Learning
EquitableAchievement
Responsive
What is the teacher’s responsibility to walk the equity?81
Thank [email protected]
www.eggplant.orgwww.nuatc.org
82