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Student Engagement with an Equity Lens

National Urban Alliance - University St. ThomasSummer Institute 2020 • Cohort Grades 3-5

23-25 June 2020

Day 3 • 11:10–12:50 Central Standard Time1

The Tools•  Materials

Composition book Paper Pens, Pencils and/or Markers

•  Guides and Materials Critical Thinking Guide

•  Camera or Phone�Helpful to take pictures of directions

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T shirt – Social Change Lives here

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Community Other Ideas•  mathematics

•  music

•  science

•  storytelling

•  someone you miss

•  something you miss

Share on Chat

Your ideas on greetings and other

community builders virtually.

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Culturally Responsive Teaching PracticesThat are Sustaining

The 4 Cs

CommunicationCollaborationCreativityCritical Thinking

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•  Identifying and activating student strengths

•  Eliciting high intellectual performance

•  Integrating prerequisites for academic learning

•  Situating learning in the lives of students

•  Building relationships

•  Providing enrichment

•  Amplifying student voice

High Operational Practices of the Pedagogy of Confidence:

B e l i e f 7

HOPsfor enhancingand sustaininge q u i t y

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Inspiration Maps and Writing

Qualities

qualities

adjective

adjective

adjective

adjective

attributes

One person that inspires

you

Examples and evidences for each quality

I know I know something about ___________________.

First, ________________________________________.

Second, ______________________________________.

In addition, ___________________________________.

Finally,

_______________________________________.

Now you know something that I know about

_____________.

SojournerTruth

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I try to be as honest about what I see and to speak rather than be silent, especially if it means I can save lives, or serve humanity.—Sandra Cisneros

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“In order for this to happen, your entire frame of reference will have to change, and you will be forced to surrender many things that you now scarcely know you have.”― James Baldwin, The Fire Next Time

A Journey to Cuba � (or any experience)

•  Priming

•  Processing

•  Retaining for �Understanding

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Culturalemphasizes purpose ofwhat isbeing learnedin relationshipto one’s own culture

Learningchoices in content &assessment based on own experiencesvalues, needsand strengths

Equitablewith learning environmentswhere studentsracial & ethnicdiversity isvalued whichcontributes to successfuloutcomes

Achievementin multiple ways �to represent knowledge and skills allowing for attainment of outcomes atdifferent points of time

Responsiveto positive relationships, rigorous learning experiences, & higher order thinking to address the world in a relevant action oriented manner

Cultural

Learning

EquitableAchievement

Responsive

What is the teacher’s responsibility to walk the equity?16

CommunityBelief

Belonging

Priming ProcessingRetaining for

Understanding

Critical Thinking

Thinking MapsQuestioning

InductivelyStudent Frame

WritingReflecting

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S t r u c t u r e 18

Power of Belief

Focus on Equity

Call to Action

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Power of Belief

Focus on Equity

Call to Action

causes effects event

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Multi-Flow Map – Cause / Effect

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Focus on Equity

Power of Belief

Call to Action

?

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Key VocabularyPrediction

afraidunfair and untrueparticular characteristicbelief standardizedelevatoron noticepresencecrushing people’s perceptionsmusiccapable of

Audio – Music and Voice (2min 20sec)

Listening:

•  That do you know about the voice’s experiences and beliefs?

•  How does this impact your thinking and actions?

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causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity

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Share on Chat and Voice

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causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity 32

Breakout Room

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Share on Chat and Voice

•  Eight Thinking Maps – representing eight cognitive processes to organize thinking.

•  Frame of Reference – for expanding information from your schema of experiences, knowledge…

•  Goal – student centered – students choosing map (cognitive process to organize their thinking.

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Describing in ContextBrainstorming Categorizing Describing

Comparing& Contrasting

Cause and Effect Whole / Part AnalogiesRelationships

Sequencing

Thinking Maps as a Language

To Organize Thinking – Student Centered

schemaDefinition: Schema theory is a branch of cognitive

science concerned with how the brain structures knowledge.

A schema is an organized unit of knowledge for a subject

or event. It is based on past experience and is accessed to

guide current understanding or action.

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Frame of Reference

SchemaVideo (1min 40sec)

First Viewing:�Observe and reflect about the students thinking:

•  How are student strengths being identified and activated?

•  How is the classroom eliciting high �intellectual performances?

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•  Identifying and activating student strengths

•  Eliciting high intellectual performance

•  Integrating prerequisites for academic learning

•  Situating learning in the lives of students

•  Building relationships

•  Providing enrichment

•  Amplifying student voice

causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity

Video (1min 40sec)

First Viewing:�What do you know about the students’ beliefs with their thinking?

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Play video on Quicktime

https://vimeo.com/411553317

Chat Box

Comments on what you know about the students belief in their thinking.

Several share.42

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causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity

Video (1min 40sec)

Second Viewing:�Observe and reflect about the students thinking:

•  How are student strengths being identified and activated?

•  How is the classroom eliciting high �intellectual performances?

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•  Identifying and activating student strengths

•  Eliciting high intellectual performance

•  Integrating prerequisites for academic learning

•  Situating learning in the lives of students

•  Building relationships

•  Providing enrichment

•  Amplifying student voice

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Play video on Quicktime

https://vimeo.com/411553317

Share

EVERYONE share a reflection in CHAT BOX on something you are thinking in regards to this video connecting to your classroom.

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causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity 48

Qualities of a student having belief in their academic learningand high intellectual performance.

Classroom environment for ahome to high intellectual performancethat situates learning in the lives of the students.

Sequence of actions to createand sustain a classroom that is a home for the Pedagogy of Confidencefor student engagement with anequity lens.

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Breakout Room – 3 min

Observations of — Power of Belief

How is there — Focus on Equity

Your personal — Call to Action49 50

Share on Chat and Voice

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Video - Part 1 (3min 22sec)

Garfield Community School �High Operational Practices

First Viewing:�What do you know about the �students’ thinking?

How does this inform belief in the learner?

causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity

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Amplifying Student Voice�Garfield Community School•  Powerful Questions: Priming

•  Circle Map: Priming and Processing

•  Installation: Processing and Retaining for Understanding

•  Reflection: Retaining for Understanding and Priming for next steps.

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Video Part 1 (3min 22sec)

Garfield Community School �High Operational Practices

Second Viewing:�What is the impact on student learning?

How can these methods be used virtually and in the classroom?

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Chat Box

Comments on what you know about the students belief in their thinking.

Several share.57

•  Identifying and activating student strengths

•  Eliciting high intellectual performance

•  Integrating prerequisites for academic learning

•  Situating learning in the lives of students

•  Building relationships

•  Providing enrichment

•  Amplifying student voice

High Operational Practices of the Pedagogy of Confidence:

B e l i e f 58

HOPsfor enhancingand sustaininge q u i t y

causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity 60

Video - Part 2 (1min 59sec)

Garfield Community School �High Operational Practices

First Viewing:�What do you know about the �students’ thinking?

How does this inform belief in the learner?

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Garfield Community School - Reflections (1min 59sec)

Chat Room

Comments on what you know about the students thinking.

Several share in voice.

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Video Part 2 (1min 59sec)

Garfield Community School �High Operational Practices

Second Viewing:�What is the impact on student learning?

How can these methods be used virtually and in the classroom?

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Garfield Community School - Reflections (1min 59sec)

causes effects event

Multi-Flow Map – Cause / Effect

your schema, your actions, your beliefs, your thoughts and actions on equity 66

Qualities of a student having belief in their academic learningand high intellectual performance.

Classroom environment for ahome to high intellectual performancethat situates learning in the lives of the students.

Sequence of actions to createand sustain a classroom that is a home for the Pedagogy of Confidencefor student engagement with anequity lens.

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Breakout Room – 3 min

Observations of — Power of Belief

How is there — Focus on Equity

Your personal — Call to Action67

Amplifying S t u d e n t V o i c e68

Video (1min 50sec)

First Viewing:

•  What do you know about the students’ thinking and building understanding?

•  How does this inform situating learning in the lives of students?

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Chat Room

Comments on what you know about the students thinking.

Several share.

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Video (1min 50sec)

Second Viewing:

•  Why is this important?

•  How is this important?

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Chat Room (and Voice)

Share your observations and questions you have about the student’s thinking in this school.

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Ain't I A Woman?Sojourner Truth (1797-1883)

Delivered 1851, Akron, Ohio

Women's Rights Convention,

Old Stone Church

Qualities �attributes, adjectives

qualities

SojournerTruth

Examples and evidences for each quality

qualities

qualities

qualities

qualities

qualities

“It always seems impossible until it is done.”

—Nelson Mandela

Strategy Review ChartName of Strategy

(and Primitive)

Cognitive Process or Function

Best Use (Priming,

Processing, Retaining for

Mastery)

HOP & CLEAR

Connections

Remember/Refection

Impact

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Power of Belief

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Culturalemphasizes purpose ofwhat isbeing learnedin relationshipto one’s own culture

Learningchoices in content &assessment based on own experiencesvalues, needsand strengths

Equitablewith learning environmentswhere studentsracial & ethnicdiversity isvalued whichcontributes to successfuloutcomes

Achievementin multiple ways �to represent knowledge and skills allowing for attainment of outcomes atdifferent points of time

Responsiveto positive relationships, rigorous learning experiences, & higher order thinking to address the world in a relevant action oriented manner

Cultural

Learning

EquitableAchievement

Responsive

What is the teacher’s responsibility to walk the equity?81

Thank Yourobert@eggplant.org

www.eggplant.orgwww.nuatc.org

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