Reflection
Why did you choose to submit this item?
Gholdy Muhammad’s (Gonzalez, 2020) Historically Responsive Literature framework was designed for black students, but it applies to all cultures. I saw this framework as an excellent way to discuss residential school as a cross-curricular learning opportunity. Our curricula and standards are lacking. It is Euro-centric. By re-assessing the criteria, we could change and open the requirements to broaden literacy education for all. Learning about Linda Young’s experience and then challenging opinions through discussion, this activity could be well-suited to the criteria that Dr. Muhammad was trying to work on: identity, skills, intelligence, and literacy.
Which course concepts/ideas are reflected in the activity?
The concept of assessment is challenged in this activity and Muhammad’s framework. She highlights the other factors that should be considered when assessing students (Gonzalez, 2020). Interestingly, the Saskatchewan Reads (2015) document explores considerations that should be addressed during an assessment. They include:
How do my assessment practices identify the strengths and gifts of my students, as well as their areas of need?
In what ways are my assessment practices reflective of holistic learning, multiple intelligence, and diverse ways of responding?
How have I assessed oral language?
How have I provided many opportunities for student discussion and interaction? (p.21)
Based on the criteria outlined by Saskatchewan Reads, the right questions were being asked and promoted to ensure holistic and diverse learning is occurring. Incorporating Muhammad’s framework would be a great way to consider assessment in the class because it aligns nicely with the expectations. As teachers, it is up to us to incorporate it into the class to ensure we create a healthy and welcoming environment.
Course Goals:
What is the role of the literacy teacher in supporting literacy and language learning that is culturally-responsive and anti-oppressive?
Learning about Linda Young’s experience and then challenging opinions through discussion, this activity could be well-suited to the criteria that Dr. Muhammad was trying to work on: identity, skills, intelligence, and literacy. The exercise promotes relationship-building through empathy, teamwork for preparation, and collaboration for the presentation. It also uses instructional strategies for guidance about discussing, creating, and delivering a presentation about such a difficult subject. Additionally, it incorporates the outcomes of the curriculum.
The exercise promotes identity through respectful learning of others, their history, and their names. It promotes learning skills because the students have to learn how to convey the message they want and use different mediums. The exercise teaches students beyond the classroom and helps them understand intergenerational trauma and its effects on society. The learning gained from the video and the conversation and challenging questions help kids activate their knowledge and create an intellectual culture. Finally, the project also exposes the students to criticality, teaching them about residential schools, informing them about opinions and developing their perspectives.
What strategies can I use for assessment in ELA?
The assessment criteria listed by Gholdy Muhammad put skills on the same level as identity, intelligence, and literacy (Gonzalez, 2020) . It is an interesting perspective because traditionally, the skills were the focus. Incorporating the other factors into the assessment would be a great way to gain more of an appreciation of holistic learning. As teachers, it may increase our workload to adapt the assessment criteria to ensure the outcomes are being met, but it’s not impossible. As we develop our lesson plans, incorporating identity, intelligence, and literacy into the outcome requirements would be essential to promote inclusion and welcome different ways of thinking.
How has your thinking about the activity changed over the semester? What more would you like to learn about this activity?
My thinking has changed because I am more open to the idea of incorporating Muhammad’s framework (Gonzalez, 2020). It is a great way to re-look at how we assess our students and forces teachers to think bigger. It doesn’t dissuade the teacher from teaching to the outcome, but it promotes a perspective that allows us to seek out more for our students. The holistic nature of the assessment model would benefit teachers and students alike. I will continue to think of ways to explore assessment options and incorporate them into my classroom. I had not previously considered the assessment as one of the factors that need to be re-looked at, but Muhammad highlights that it falls under the Euro-centric model. We may be doing a disservice to our students by not addressing the way we assess.