Session 4
SESSION 4
C H A P T E R 6
C H A P T E R 6
OBJECTIVES
Establish a community of practice that strives for increased rigor and relevance in our classrooms and schools.
Engage in Courageous Conversations around race and equity with fellow practitioners.
Deepen our understanding of learning and teaching through the lens of culturally responsive teaching practices.
PRE-WORK
Read Chapter 6 of Culturally Responsive Teaching and the Brain
Read through Courageous Conversation and React, Reflect, Rethink (below) to think about where you may want to go deeper
SESSION OUTLINE
Welcome and Level Setting
Listening & Learning
Courageous Conversation
Food for Thought
Cultural Competence Independent Study, Closing, and Appreciations
Courageous Conversation
Becoming a Warm Demander
Becoming a Warm Demander
Of the four types of teacher (pg 99), what type are you? When you are under pressure or tired, what type are you?
When have you reinforced learned helplessness? You’re not alone, but what implicit biases present themselves in that action?
What are ways that you can center the warm demander in your teaching practice? What are key practices you can implement?
React | Reflect | Rethink
Why Marginalized Dependent Learners Need an Ally:
How does your understanding of allyship for marginalized dependent learners (89-91) change your practices as a teacher or leader given the importance of helping dependent learners move to independent learners?
Why Marginalized Dependent Learners Need an Ally:
How does your understanding of allyship for marginalized dependent learners (89-91) change your practices as a teacher or leader given the importance of helping dependent learners move to independent learners?
Categories of Hope (93):
How does your understanding of building trust (77-81) and the categories of hope (93) change your practice as a teacher or leader, especially in regards to being a warm demander?
How does your understanding of building trust (77-81) and the categories of hope (93) change your practice as a teacher or leader, especially in regards to being a warm demander?
Creating the Pact (95-96):
How does your understanding of "the pact" change your practice as a teacher or leader?
How does your understanding of "the pact" change your practice as a teacher or leader?