Embedded Files
Module Three Review
Module three has provided you with tools to recognize and elevate the experiences of students, families, and communities as part of your own teaching practices. This module asked educators to reflect on practices while gaining practical strategies for integrating community into your school's culture. To support your ongoing action, we have included a Padlet discussion board where you can engage in questions about the modules with other educators, and "Readings for Continued Learning".
The assignment for this taking action is: Annotating Reading Excerpts
The following exercise(s) and materials are provided with time estimates, set as a general benchmark for completing each portion of the 'Taking Action' extension. Time estimates reflect what you will be given clock hour credit towards in completion of non-optional assignments, but encourage you to take your pace to meaningfully engage with each interactive section of the page below. Work not submitted directly through TPS-reviewed forms will not go towards these hours (including Padlet discussion boards).
Annotating Reading Excerpts
(est. 90 minutes for reading and writing)
Assignment Prompt
Select one of the following excerpts of text below, coming directly from recommendations in the larger reading list.
If you would like more guidance in this assignment, take a look at "Reading the Write Way: A Guide for Annotating Your Reading Assignments" developed by Western Carolina University in this section.
Once you have fully annotated your text, please submit a copy of your work in .jpg, .jpeg, or .pdf at the end of this assignment.
*Assignment tip for longer readings: If you save the reading document pdf to your device, you can annotate digitally and submit that document for credit in lieu of printing and handwriting your response.
Click the arrow on the upper right hand side to expand and/or download the document you select.
Creating Learning Partnerships.Hammond.Chpt5 (1).pdfExcerpt One
Excerpt One
Chapter 5: "Building the Foundation of Learning Partnerships" from Culturally Responsive Teaching and The Brain by Zaretta Hammond
(est. 25 minute read)
Elite Capture_Chapter One.pdfExcerpt Two
Excerpt Two
Chapter 1: "What is Elite Capture?" from Elite Capture by Olufemi O. Taiwo
(est. 40 minute read)
Critical_Race_Theory_Meets_Cul.pdfExcerpt Three
Excerpt Three
"Critical Race Theory Meets Culturally Relevant Pedagogy: Advancing a Critical Sociohistorical Consciousness for Teaching and Curriculum" by Anthony L. Brown, Keffrelyn D. Brown, and Angela Ward
"Critical Race Theory Meets Culturally Relevant Pedagogy: Advancing a Critical Sociohistorical Consciousness for Teaching and Curriculum" by Anthony L. Brown, Keffrelyn D. Brown, and Angela Ward
(est. 20 minute read)
**File Name: Last name, First initial_AnnotatedExcerpts_ModuleThree
Please submit files in .jpg, .jpeg, or .pdf format.
Note: You may need to sign into Microsoft/TPS accounts to submit work through the form.
Norms for Padlet Engagement
Respond directly to the question prompts provided.
Note: Some questions may be in the description of the Padlet due to their length.
Communicate with respect between yourself and others who have posted/will post onto the discussion board.
Remember Intent versus Impact: Review your writing ahead of creating a new post or responding to another-- Did you convey the message you were looking to emphasize ahead of publishing? Does it create room for engagement? How would someone outside of your view perceive what you contribute?
Review what has already been posted ahead of writing a new post -- This is a great opportunity to engage with another's response without creating repetition on the comments board.
This discussion board has been created for the sole intent of engaging thoughtfully with community utilizing the questions from the CCDEI Modules. Participation is highly encouraged but not required for clock hours. CCDEI Site Moderators include University of Puget Sound staff members and Module Co-developers. They have the discretion to remove comments that are irrelevant/inappropriate or might be harmful within the threads.
Confidentiality Note: We recognize how personal these responses could be, and we want to assure you that your comments and posts will only be used to fulfill module requirements for Tacoma Public Schools. Self-publishing onto Padlet grants permission for your response to be on the public-facing platform for other TPS educator responses and engagement.
Please contact Justina Johnson (contact information at end of the page) with any questions regarding privacy of completed CCDEI extension materials.
Reading for Continued Learning
Module 3 Reading Recommendations.pdfDiscussion Guide
Discussion Guide
After you finish the modules, please use this guide as a way to navigate conversation between yourself and others who have completed these modules. These questions were made to prompt further thinking and discourse surrounding the specific standards and how you or those around you fit into them.
References
Hammond, Z. L. (2014). Culturally Responsive Teaching and The Brain : Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press.
"Reading the Write Way: A Guide for Annotating Your Reading Assignments." Western Carolina University Writing and Learning Commons.
Brown, Anthony L., Keffrelyn D. Brown, and Angela Ward. "Critical Race Theory Meets Culturally Relevant Pedagogy: Advancing a Critical Sociohistorical Consciousness for Teaching and Curriculum." Social Education 81.1 (2017): 23-7.
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