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 for integrating community into your school's culture, engaging shared expertise as a value. We invite educators to annotate a range of texts to consider action and further thinking. Optional activities include a Padlet discussion board, and "Readings for Continued Learning".
The assignment for this taking action is: Annotating Reading Excerpts
Optional assignment: Padlet Discussion Board
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
In navigating module three, you were asked to look at how to focalize communities and families as valued members of shared-expertise in the classroom. This exercise incorporates texts that tackle different aspects of community, curriculum, experience, and structure.
Below are three readings, you are asked to select one of the following;
You will annotate the reading you select, and submit a copy of your work in .jpg, .jpeg, or .pdf at the end of this assignment.
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.
As you're reading, consider these questions:
Based on this text, what action follows for you and/or your classroom practices?
How does this reading help you think of shared expertise-- What does this author point to that feels familiar to you? How does their writing challenge your thinking?
Click the arrow on the upper right hand side to expand and/or download the document you select.
Creating Learning Partnerships.Hammond.Chpt5 (1).pdfReading One
Reading 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.pdfReading Two
Reading Two
Chapter 1: "What is Elite Capture?" from Elite Capture by Olúfęmi O. Táíwò
(est. 40 minute read)
Critical_Race_Theory_Meets_Cul.pdfReading Three
Reading 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)
About this text: Hammond presents a neuroscience-informed framework for effectively engaging culturally and linguistically diverse students. Exploration of how cultural backgrounds shape brain processes and learning dynamics, providing educators essential "key moves" to empower students as independent learners. With actionable prompts and reflective exercises, this resource equips teachers and instructional leaders to embrace and implement culturally responsive pedagogy with confidence and success.
About this text: Táíwò identifies the process by which a radical concept can be stripped of its political substance and liberatory potential by becoming the victim of elite capture -deployed by political, social and economic elites in the service of their own interests.
Táíwò’s crucial intervention both elucidates this complex process and helps us move beyond the binary of 'class’ vs. ‘race’. By rejecting elitist identity politics in favor of a constructive politics of radical solidarity, he advances the possibility of organizing across our differences in the urgent struggle for a better world.
**This text is credited in its sourcing/connection to CCDEI modules via presentation of Dr. Gloria Ladson-Billings during TPS Professional Workshop "The Nation's Long Struggle with DEI: Confronting White Flight, Logics of Social Death, and What We Still Owe Our Students" on May 3, 2025.
About this text: The ideas of historical revisionism in critical race theory (CRT) paired with Gloria Ladson-Billings' culturally relevant pedagogy (CRP), with particular attention placed on sociopolitical consciousness, provide a useful conceptual framework to teach about race and Black history. We term this pairing critical socio-historical consciousness. By critical socio-historical consciousness, we argue that historical knowledge about African Americans must engage the structures and systems that enabled certain dominant U.S. histories. A critical socio-historical consciousness accounts for how history and race come together, enabling teachers and students to attend to history as it relates to broader racial politics. Pairing critical race theory and culturally relevant pedagogy through a critical socio-historical consciousness to Black history allows for historical analysis in the classroom that is critical and relevant to young people's lives.
**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.
Discussion Board Exercise
(optional)
Answer questions or be in conversation with other educators completing module two through discussion board site, Padlet. You can respond directly by creating a new post with the "+" button. If you want to respond directly to another person's comment, you can reply directly under their post.
Please answer the prompts with a minimum of 2-3 sentences (comments included), and aim to directly answer at least two questions or comment posts.
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
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, vol. 81, no. 1, 2017, pp. 23–27.
Hammond, Zaretta L. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press, 2014.
“Reading the Write Way: A Guide for Annotating Your Reading Assignments.” Western Carolina University Writing and Learning Commons, Western Carolina University, https://drive.google.com/file/d/13cpS9Wl2E2JzAsamWLrKTtT_E7fT0jkd/view
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