Day 8

9:00 - 9:25

Welcome and Reviewing Reflections

• Principals and PhilWP TCs will join us tomorrow

• Penn Key for Penn Libraries

• Review reflections from Day 7

9:25 - 9: 40

Writing Into the Day: Critical Literacies

• Introduce today's focus question: How can I foster and sustain critical literacy?

• What resonated with you from last night’s readings?

• Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.

• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.

• Reddy-Buttkovich, K. (2007). On the verge of understanding: A district-wide look at student writing. National Writing Project.

• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp. 37-51). Routledge.

9:40 - 10:20

Planning, Creating, and "Going Public" with a Vision

• Imagine your audience: your principal, students, community, colleagues. What would you like to say to them about all you’ve experienced thus far?

• What is top of mind for me?

• What have you learned? What is your plan to foster and sustain critical literacy in your classroom? school? community? within your inquiry groups?

• How will you engage with students? Which primary sources might you use?

• What resources, materials, texts, lesson plans, scopes, unit plans will you use, create, revise, reimagine?

  1. • Video on students and critical literacy

     • Article on key aspects of critical literacy

     • LOC Teachers Page and TPS Teachers Network

     • Resources from this Institute

     • Readings & inquiry group documents

10:20 - 10:30

Break

10:30 - 11:00

Continue Planning

11:00 - 11:10

Whole Group Share

11:10 - 11:15

Closing and Afternoon Activities

• Journal groups

• Reaction Sheet

• Suggestion: Review and add to posts on the TPS Teachers Network

• Preparing Readings for Day 9:

  • Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.

  • Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). Teachers College Press

  • Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1): 23-42.