Did the teacher employ multiple texts that tackle the unit of study topics from diverse perspectives?

Why does this matter?

To quote the author Sunday Cummins “Students grasp more information, think more critically, and learn to synthesize when they read many texts on one topic.”

We live in a world where we receive multiple messages from a wide variety of sources on a daily basis. Helping students navigate this is a critical 21st century skill.

What does this look like in a classroom?

It looks just like it sounds in the question - students do not just read ONE text on a topic. They read a combination of texts that view the topic from various perspectives and points of view.

Below are some concrete examples you might see if a teacher is using this strategy:

• In a history class, students would not be limited to one textbook when learning about an event. They might read the textbook, primary sources from different perspectives at the time, and an excerpt from another book that views the topic differently from the textbook.

• In ELA class, students might study editorials in which authors present different viewpoints; or novels, short stories or poems stories or poems that look at the same topic from different points of view.

• In a math class, the "texts" could easily be reading different solutions to problems - students see the perspectives of their classmates. Math teachers can also provide texts about math topics check out this text set about math in the real world as an example

• Science offers unlimited possibilities. Teachers can use articles from how scientists from different countries tackle the same problems differently or can look at how different phenomena can impact different people in different ways. (for example, how the impact of global warming may impact the US differently than other countries)

What does this look like in a remote learning context?

Remote learning may make it even easier to assign multiple texts as you are not dealing with copies of articles or books. There are many ways this can be achieved:

• NEWSELA is probably the most used tool right now in terms of remote learning and is a great way to find multiple texts on nearly any topic in any subject. It is free and there are many tutorials on how to use the whole system, including this Getting Started Toolkit for Remote Learning. There is also a simple video on NEWSELA text sets.

• Commonlit is another tool that allows teacher to establish a free account and offers the ability to utilize multiple texts on the same topic.

• NYC DOE has a comprehensive list of Articles and Text Sets for students (you will need to use your DOE Credentials to access)

• SUNY Geneseo School of Education has compiled many resources about text sets here

• Readworks is another free resources that can be very helpful to create and develop text sets.

What are special considerations / resources for students with IEPs?

Using multiple texts from different perspectives is as good for students with disabilities as it is for all other groups of students! All of the resources above can apply.

This article, Selecting Appropriate Text for Adolescents with Disabilities provides a great overview of considerations as you are selecting texts for students with disabilities.

How is this related to CR-SE? (Culturally Responsive /Sustaining Education)

Reading multiple texts from different perspectives is one of the most important components of the CRSE Framework.

On page 16, the CRSE framework calls for students to:

• Maintain knowledge and awareness that everyone reacts to situations differently based on their own experiences, cultural backgrounds, and perspectives.

• Practice empathy during all interactions. Think about others’ feelings, taking into account their experiences and imagining what it feels like to be in another person’s shoes.

• Respectfully, and with care, engage in difficult conversations, particularly those that challenge power and privilege in our society.

On page 28, the CRSE framework calls on teachers to:

• Feature and highlight resources written and developed by traditionally marginalized voices that offer diverse perspectives on race, culture, language,gender, sexual identity, ability, religion, nationality, migrant/refugee status, socioeconomic status, housing status, and other identities traditionally silenced or omitted from curriculum.

•Pair traditional curricular content with digital and other media platforms that provide current and relevant context from youth culture.

In addition, check out this article from NCTE: Students Have a Right and Need to Read Diverse Books

How is this related to the Supportive Environment Framework / Social-Emotional Learning?

The Supportive Environment Framework calls for a culturally responsive environment. Using multiple texts from different perspectives helps to establish that environment.

On page 23, the Supportive Environment Framework calls for the following:

• Adults work to ensure their students’ identities are affirmed, viewed as assets, and reflected in the curriculum and processes of learning.

• Curricular materials and resources are written and developed by diverse perspectives and elevate diverse perspectives.

• Curriculum and instruction reflect the experiences of students and families in the school community.

• Students, families, and community have the opportunity to inform and provide input on curriculum and instruction.