Wednesday, July 24 [Day 8]
Wednesday, July 24 [Day 8]
How do we address issues of equity and social justice in our teaching?
How do we address issues of equity and social justice in our teaching?
9:00 - 9:10
9:00 - 9:10
9:10 - 9:25
9:10 - 9:25
Morning Reading: "A Pernicious Silence" (Polite & Saenger, 2003)
9:25-10:15
9:25-10:15
Jen Freed, Beth Patten, Sara Primo, Alondra Rosales: Inquiries from the 2018 ISI
- 2018 ISI Participant Presentation Slides
- Washington Post article that gave Sara Primo the idea for that particular moment she shared with us in her classroom
10:15 - 11:00
10:15 - 11:00
Reading Response Groups: Teaching for Equity and Social Justice
11:00 - 12:00
11:00 - 12:00
Journal Groups
12:00 - 1:00
12:00 - 1:00
Lunch
- SIG: Donors Choose
1:00 - 3:00
1:00 - 3:00
Dr. Ebony Thomas: Having Difficult Conversations with your Students: Culturally Responsive Discourse in Classrooms, Schools, and Society
- Presentation and Scenario 1, Scenario 2, Scenario 3, Scenario 4, and Scenario 5
3:00 - 3:30
3:00 - 3:30
Reflections and Wrap-up
- Complete reaction sheet
- Consider posting reflections to TPS Teachers Network
- Professional Development and Leadership Opportunity
Flint Hills Writing Project Brown v. The Board of Education
Flint Hills Writing Project & Brown V. Board of Education National Historic Site Workshop
- Readings for Day 9
- Goswami & Rutherford (2009)
- Grossman (2010)
- Park, Simpson, Bicknell, & Michaels (2015)
Goals
Goals
- Continue to engage with resources and models for teaching from the Library of Congress, Pulitzer Center, Philly School Media Network, NWP C3WP, and other primary source databases to begin curating and planning for the fall
- Demonstrate how primary sources can support at least one teaching strategy (for example, literacy, inquiry-based learning, historical thinking, etc.)
- Create a primary source-based activity that helps students engage in learning, develop critical thinking skills and construct knowledge
- Continue to reflect on and engage in practitioner inquiry through reading and writing about questions of practice, particularly in terms of teaching about race
Readings
Readings
- Brown, V. (2005). Human agency, social action, and classroom practices. In T. Hatch, D. Ahmen, A. Lieberman, D. Faigenbaum, M. White & D. Pointer Mace (Eds.), Going public with our teaching: An anthology of practice (pp. 257-266). New York: Teachers College Press.
- Cummins, J. Chow, P. & Schecter, S.R. (2006). Community as curriculum. Language Arts, 83(4), 297-307.
- Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]