Diversity, Inclusion, and Equity

 

Diversity – Inclusion – Equity 🙌

• What Does mean?

• What is Equity important in the Classroom?

• What does inequity look like?

• What is the impact of inequity in the classroom?

• What would like equity look like?

• What would be the impact of equity in the classroom?

 

What happens when we build an equity mindset? 

Students will win!

Teachers can: Spot areas of growth in their classroom practice Teachers reflect on their classroom practices Learn strategies managing culturally sensitive classrooms with awareness of personal bias and anti-bias curriculum Understand the implications for equity in their lesson plans Reflect on strategies that extends equity beyond the classroom Develop strategies for collaboration with teachers, parents, staff to serve students Learn strategies for managing the social-emotional needs of students by creating a culture that ensure

Where do I even begin?

• Systemic Dysfunction race- and class-based stratification

• Consider Classroom management:

• fixed vs. growth mindset: “failure is an opportunity to grow”, “failure is the limit of my abilities” “Challenges help me to grow” “I don’t like to be challenged”

• tracking vs differentiation

• homogeneous vs heterogenous grouping

• students’ability is exposed

• social hierarchy may be a problem

• focus on community

• culture management

• daily routines/checks/activities

 

Considerations for an equitable classroom

• Content

• Pedagogy

• Relationships

• Outcomes/Expectations

• Resources: Allocation and distribution

• Classroom environment

• Classroom management

• Daily routines/ Check/ Activities

• Inclusion practices

• Stakeholder involvement

• Student experience engagement, performance

• SEL, CRT, trauma informed

 

What is the goal?

Compliance – Engagement – Empower

 

Equity Lesson Plan Template

• -          Lesson introduction and Building Motivation

• -          Class instructions (whole group mini-lesson, small group, center/stations), Differentiation

• -          Practice- I do, we do, you do; students’ needs

• -          Evaluations: do now, checks for understanding, other formatives, summative

• -          Closing: exit slip, hw, share out, next step

Collaborative Strategies for Effective Group Work in K-12

 

 

                                 Collaborative Strategies for 

Effective Group Work 

in K-12

 

Ø Waterfall activity

 

Why do we need to collaborate?

Ø Relationships

Ø Engagement

 

 

What makes a group successful?

Ø Equal effort

Ø Communication

Ø Cooperation

Ø Team Building

 

What are some reasons a person might struggle in groups?

Ø Not understanding the work

 

What can teachers/Adults do to help be successful with group work?

Ø know who gets along and who does not

Ø ask for a group plan

Ø Assign group roles: Facilitator, recorder, spokesperson, encourager, questioner, checker.

Ø Code of collaboration: group expectations, agreement created by students. What they might look like in practice.

 

 

Two different ideas for creating a code of collaboration

1.    Affinity Mapping: what they think is important when they are working

2.    What does it look, sound, feel like? (Good classmates are, say, do, do not chart)

Respect yourself, respect the work, respect the community chart.

 

Clear Directions

1.    Short sentences with one task per sentence

2.    create a checklist of bulleted list instead of a big block of ideas

3.    highlight or bold verb of task

4.    assign role

5.    assess 

 

Poll: has technology changed the way you collaborate with students?

 

Reflections and self-Assessment

Reflecting on and self-assessing group work: google form to know how they are where they are and how they are feeling about classwork and beyond

Ø a single point rubric list

Ø google form to complete and exit slip

Ø or one success one opportunity and one challenge

Ø charts: three… two… one…; two stars and a wish

Ø Use questions that reflect students taking care of themself.

Ø Emotional Catalogs: Yale center for emotional intelligence

Ø Turn reflections into class discussions

Ø Google collaborations: Bell ringers, exit slips, and more

Ø Question of the Day: these are great way to foster positive relationship skills with students as they talk with each other, agree, disagree, and get to know each other better.

Ø Would you rather?

Ø breakout rooms using google meet. in google you can add links to group slides so students can chat with each other. clay codes or chrome add-on

Ø Digital choice board: www.helloteacherlady.com

 

Presentations easily organize the presentation of student work

Jamboard: are a great way to brainstorm ideas and have students work together.

Giving feedback: use chat. ask them to leave questions or comments.

Brainstorming: students can add their thoughts and questions

Organizing activities slides that students navigate on their own pace. they make a copy, so they have their own,

Journal prompts or Bell work: organize this in advance to share with students

Agendas: Post a weekly agenda for students to navigate

How can we design curriculums to prepare our learner for the future? 💭💬

 Mapping 💭💬

** Only One Rule of Engagement! 

Mapping is A Solution for:

1. Gain Information: from previous levels to avoid repetition “redundancy”

2. Identify Gaps: we have some gaps. 

3. Align standards: do not teach standards instead demonstrate how to master them

4. Integrate Curriculum: must be a natural integration - not a forced one. 

5. Upgrade for Timeliness

6. Design for internal Coherence: “architect” analogy, who is the building for? Are you building your thoughts? 

Four Phase Implementation Model for Mapping

1. Foundation: unpacking students needs; have a mission; Who are your learners? Have a clear reason embraced by your school and to respond to the population. 

1. Pedagogy/Mission: To inform, personal, family, school, local context and global challenges.

2. Department grade level decision making: curriculum and instructional design choices

3. Teacher design choices k-12 subjects, interdisciplinary themes

Sources: Future forward learning goals. 

Learners as an agent of change

Clarifying the role of standards: they are proficiency targets not curriculum

Hazards of cherry-picking standards

Targets bundles of standard in a year long context 

Using standards

2. Mapping Process: 

1. Creating a year long context tool

2. Connect standard to our work, central idea, theme,  connections

3. Laying out standards deliberately across the year 

3. Informing maps with assessment

4. Upgrade maps to be responsive and timely

Google Classroom Tips ☝👀

 Google Classroom☝👀

10 Saving Tips For Google Classroom

1. Tweak emails notifications: settings

2. Invite guardians: people, invite

3. Organize using topics: create topic

4. Class materials: things students to have access to

5. Easily assign to small groups: create, click differentiated students; Assignments assign to a couple of students.

6. To-Do: Menu - To do - 

7. Email students with two clicks: click people- select all  - actions email 

8. Schedule agenda: announcement - schedule announcement

9. Reuse post 

"Google's Hidden Tools: Uncover a World of Possibilities"

https://docs.google.com/presentation/d/17s7aXeJSyKL2phciyq20zUoPvNFffjP-oNun_foLWww/edit#slide=id.g332713cbd_0203 

1. Google fonts

2. Google tips 

3. Where in the world

4. Geoguessr 

5. Smarty Pins 

6. Chrome experiments 

7. The peanut gallery 

8. Google cultural institute 

9. Chrome music lab

10. Google guitar 

11. Compose your own tune 

12. Quick Drawn

13. Made with code 

10 things you can do with google classroom 

1. Holding area

2. Evaluation template in private templates in Google Keep

3. Post self-assessments: questions for I can statements 

4. Allow others to join your classrooms as a co-teacher

5. Emojis to code learning activities or coding with colors

6. Use individual students view to send summary: student view - message - click send students work summary  

7. Gradebook Easy!  Arrows and Settings

8. Comment bank 

9. Reuse Rubrics: just 2 criterias - duplicate criteria - name new criteria

10. Originality Reports: assignments edit click originality report

Google based games

https://docs.google.com/presentation/d/e/2PACX-1vRTgsCfcrtYy0699Njf6NDkRMYm4vGYABOVjoyjqVcwEQ42J89fbP0Q6AyBJQxmQgYDH_QL4YFNhPOF/pub?start=false&loop=false&delayms=3000&slide=id.p

Excellence in Teaching Domains

 National Institute for Excellence in Teaching

Objectives

1. Teaching standards

2. Grow students

3. Effective virtual instruction

Module overview

1. Identify needs

2. Obtain new learning

3. Develop understanding

4. Apply

5. Evaluate and Reflect

Identify the need

Success	Challenges
Open chat box Mic open Google responses Simpler presentations	Lessons that are shorter Students engagement  Meet social-emotional needs

Obtain new learning

-Instruction domain: Communicate learning objectives and sub objectives, reference to them teaching, self-assessing and in formative and summative checks. 

- Motivate students: gamification, interaction. 

- Feedback: high quality, video or screencastify, rubrics for them to know expectations, rubrics to work with partners. 

Environment Domain

• High expectations

• Students engage and proper behavior

• Students learning

• Building relationships

• Show respect

Looks: follow norms, procedure 

Sounds: respect each other 

Feels: safe for every student   

Strategies:

• Establish, communicate, and post norms

• Model for expectations for success

• Provide learning objectives 

• Accessible students work 

• Time management - agenda, refer to it - in break out rooms

• Feedback in oral, written, padlet  and screencastify, office hours, make up time. 

• Students pair/group work and learning reflections are shared 

Engaging students 

Strategies:

• Surveys of comfort 

• Reminders of rules and expectations - use private chat if necessary 

• Provide order of the videos

• Monitor completion of assignments

• Rewards and also redirect by adjusting student privileges 

• Provide engage tools  individual, groups, whole class; use breakout rooms 

• Begin the class with agenda, expectations, objectives, norms 

Environment

Strategies:

• Welcome by email and phone call. Expose procedures. 

• Virtual orientation about tools and procedures

• Share positive messages 

• Weekly check-ins and office hours; reach out absent students. And monitors students work

• Homepage (welcome video, contact info, calendar, syllabus)\

• Clearly label quizzes, assignments and any other activity

• Ensure material is accessible 

• Apply new tools - practice new tools with students - ensure all knows 

• Displays students work. And allow them to share work, new tools. 

• Establish a system to transition from one activity or settlement to another 

Respectful culture

Strategies 

• Include diversity of cultures and perspectives

• Ensure and model digital citizenship, legal, ethical, safe behavior, ask students to model it

• FERPA

• Use a secure tool for students communication data, meet with family, 

• Interactive lessons

• Set expectations for forums and provide examples of participation

• Provide time for students to interact and for social-emotional check-ins

• Use private chat or email to redirect students 

SEL

1. Social-emotional check-ins

2. Students course experience

3. Students goal settings

4. Targeted help and tutoring