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Aurora Institute [iNACOL]: Disrupting Education - Designing Equitable Learning Spaces
Karla Virgil, EduLeaders of Color RI, Emily Abedon, Equity Institute
Session Learning Outcomes:
Describe how students' cultural characteristics can help develop strong relationships with diverse students in order to effectively personalize instruction.
Engage in critical discourse on how equity in a classroom supports the academic success of all students.
Understand how equity pedagogy drives instruction to meet the needs of students.
Discussions: What is a culturally responsive educator?
Equity and culturally responsive education: What does this mean? How does this look? Does this currently exist in the public school system? [equity institute]
Identity development: [images in chronological order: the power of storytelling]
showing connections to students through your story [True Story]
being involved in the community; contributing back to your community; i.e. racial justice, multiracial justice, vulnerability, equity, cultural responsiveness and relevancy
It is important to understand your own identities, use your vulnerability to find commonalities
incremental changes happen [Who is your David in your life?]
Identity activity: Who are you as an individual? as a person? as a human being? [Molecule Bonds Activity]
identity bonds: name in the center [bigger] circle
how did it feel sharing your identity with others? how does it feel to listen to each other people's identities
Social identifiers: [Self-identify activity]; chart tablets,
Culturally Responsive Walkthrough Tool (CRT): Framework Discussion
How does this domain the framework acknowledge student identity?
How might it support the curriculum you use in your classroom?
How might it be used to create an inclusive classroom?
CRT1: Classroom culture/environment: How do I create an inclusive environment?
CRT2: Student relationship building: How do I build trust and respect with my students?
CRT3: Instructional strategies: How do I ensure that I'm being culturally responsive with my instruction strategies?
Culture [what is seen vs. what is unseen]; Iceberg image
everyone has culture, characteristics of every life of a group of people; plays a role in communicating and receiving information
Surface: dance, dress, food, language, crafts, celebrations, language
Deep: crafts, facial expressions, body language, eye contact, personal space, concept of beauty, music, concept of cleanliness, patterns of handling emotions, non verbal communications
Hidden: concept of beauty, concept of past and future, tone of voice, problem solving, concept of "self",
nature of friendships, at
titude towards elders
Socialization: [Social & Cultural Lens]
beliefs about intelligence, learning, school and schooling
What is culturally responsive teaching?
including students' cultural references in all aspects of learning (Ladson-Billings, 1994)
Culturally Responsive Personalization: Where to Begin
Students' cultural characteristics in daily teaching practices
Better connect and build solid relationships with students
Acknowledging students' multiple identities and supporting the development of students' attitudes toward learning and the habits necessary to succeed in life
What are our beliefs and where do they come from?
socialization and identity are linked
Beliefs that frame our thinking
people are both individuals and our members of social group
social groups are valued unequally in society
valued more highly have greater access to resources of a society
schools and teachers actively share students learning
activity: frames and lenses - what does it mean? what does it represent? using the lenses as a metaphor
think. talk. create: talk with people at your table, write on the glasses to express your thinking about the possible metaphors, share your reflections
bridging culture, cant' see reality, only what lens allows, cultural norms
culture changes through generations
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Copyright 2020 Sharo Dickerson
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