SHARO DICKERSON
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Aurora Institute [iNACOL]: Disrupting Education - Designing Equitable Learning Spaces

10/29/2019

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Presenters: 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, 
    • race
    • socio-economic class
    • gender
    • age
    • ethnicity
    • religion
    • ability
    • sexual orientation
  • Culturally Responsive Walkthrough Tool (CRT): Framework Discussion
    • Activity Questions:
      • 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, attitude 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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  • Home
    • Welcome
    • About Me
    • Quotes
  • Blog
  • Profile
    • Digital Citizenship & Literacy
    • ISTE Portolio
    • Microsoft Innovative Educator (MIE) Expert
    • Professional Profile
    • Technology Integration & Learning
  • Present
    • PD With Sharo
  • Publish
  • Photography