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I was listening to "The Philosopher & the Neuroscientist - A Conversation with Zak Stein and Mary Helen Immordino-Yang" on the Future Learning Design Podcast, and Dr. Stein was talking about assessment and measurement. He said, “The goal of the assessments are to not obfuscate what’s going on. To precisely say, like, you understand these things, and there’s a set of things you can come to learn that are slightly more abstract that integrate these lower level things…the introduction of…what we call learning sequences as opposed to levels or stages…” (starting at minute 43:12).
While the organization he’s talking about has their own system, I wanted to run with the idea of sequenced skills, specifically, how they could be used when designing a standards-based rubric. Standards-Based Assessment: Mastery-Based Grading and Single-Point Rubrics I’ve read favorable research on mastery-based grading. Haystead and Marzano (2009) found teachers who measured skill growth over time on mastery rubrics noted a 34% gain in student achievement. In mastery-based classes, students showed increased student learning, classroom environments were less stressful with better teacher-student relationships, and decreased grade achievement gaps when compared to classes that used traditional grading practices (Crescendo Ed Group). When I taught, I used a 4-point mastery scale for each standard. Single-point rubrics are still standards-based, yet streamlined. Easier to read for students and adults. Teachers can write in the left and right columns to narratively describe approaching or exceeding standards. I like having priority standards students and teachers can focus on. I like having a rubric you can share with (and ideally co-construct with) students that can be used to assess all summative projects. When coaching departments on selecting priority standards, I say the non-priority standards don’t go away, they become supporting standards. Then, the supporting standards can be used in the definition of lower mastery levels. This seems aligned to the concept of a learning sequence, so let’s consider what it might look like to keep the standards-based, department-wide rubric and design it for sequenced skills versus levels of the priority skill. How to Design a Learning Sequence Rubric I’m just starting to play with this concept and am open to ideas. Here’s what I’m thinking about now: Step 1: Determine your priority standards. Aim for a max of 5-7 skill-based standards. Select the most challenging or complex skills. Step 2: For each priority standard, map out the supporting standards students need to have before getting to the priority standard. For example: Decode → Comprehend → Summarize → Analyze Step 3: Describe each skill in separate columns on the rubric. (You can use the same column headers if they are visuals like the stages of riding a bike. See my rubric templates below.) Final Tip After completing your new rubric, I would look at your instructional activities and scaffolds and align them (and the accompanying language you use) to the learning sequences. To help you design your own learning sequence rubric, I’m sharing my Skill-Based Rubric Templates with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 129 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
If you enjoyed this episode, check out my YouTube channel where I go over a unit planning deep dive:
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Jerad Koepp, Wukchumni, is the Native Student Program Specialist for North Thurston Public Schools, the 2022 Washington State teacher of the year, and the first Native American educator to earn the distinction in the state. He is a leader in Native education, policy, and government to government relationships. As an educator, trainer, presenter, consultant, and advocate, Jerad also created and supports his district’s dual-credited high school Native Studies program.
We met at a conference where there was lots of “unchecked settler privilege…non-Native educators presenting content and viewpoints of Native people while not working with any of them. It was one of those great opportunities to show the shortcomings of how even in progressive or educational spaces, Native erasure or omission is still compatible with the way modern public education works.” The Big Dream Make space for Native knowledge to thrive and contribute to educating all children. Let “Native people do things the way we always have done and creat[e] spaces for that in order to learn together, collaborate together (rather than taking different theories of knowledge and ways of being and trying to fit them into settler structures).” Mindset Shifts Required Native people are racialized and politicized. Tlingit activist Elizabeth Peratrovich said, “Asking you for my civil rights, implies they are yours to give.” The connection to land is the source of all knowledge. Nature is the original classroom. Action Steps When designing curriculum, the content and the curricula are actually towards the end of the list in terms of steps. Step 1: Understand Settler History Educators need to first understand the settler history of public education and its role in assimilating Native students, which is still in place today. Step 2: Do Identity Work Educators should ask: What is my settler identity? How have I benefited from, been complicit in, and continued to be part of settler society, of settler education? How is what I’m teaching contributing to the colonial unknowing of Native people throughout history? Step 3: Give Space to Make Sure it’s Grounded it in Community At the heart of it, is community-based education. Social justice education is grounded in community. Public education doesn’t give us the space to do that. Step 4: Crosswalk Indigenous Academia with K-12 And develop courses. They started with an 11th grade course: U.S. History Through Native Perspectives. Then added Literatures through Native Perspectives (11th grade), and then added a Native Civics (12th grade). Step 5: Guest Speakers Ideas include: fellow students, people from the White House, tribal leaders, tribal council members, tribal historians, plant and medicine teachers, authors, Missing or Murdered Indigenous Persons advocates, native roboticists. It’s more than guest speakers. It’s healing—reclaiming knowledge, contemporizing Native people, and diversifying Native representation. (If using Native singers or dancers, we have to explore the impact, the meaning of the songs, the regalia, the importance of language, story of people.) Step 6: Make The Courses Count as College Credit Students shouldn’t have to choose between AP or Native studies. The weight should be equal or greater than a typically offered course. Partnering with universities protects the work and sustains it. It also helps better prepare future teachers. Jerad’s high school students guest taught undergraduate and graduate students! Step 7: Honor the Genealogy of Knowledge A key difference from traditional teaching/teacher training is the importance in Native studies of a genealogy of knowledge: Teachers are facilitators. “I learned how to weave this from these people of this tribe in this place.” This establishes a commitment to relationship—”I am responsible to these people for the way that I share this information.” Be Mindful Of… “We can’t just absorb information because Western society has extracted from Native people for five centuries with devastation. And so, we need to be able to acknowledge that, heal it, and then make sure we don’t do it again…a big part of the work we do needs to be generative to contribute to a brighter indigenous future, a brighter future for the knowledges that we have the privilege to share in our class.” Steps to Get Started Go check out public events. Support Native-owned businesses and artists. Learn directly from Native Education groups, including the National Indian Education Association. Be intentional about who you are talking about and ask: “Who’s not there? and What does it mean?” Go to the index of your social justice books. Are Native people there? Consider language: “Black and Brown” does not include lighter shades of Native people. This only addresses the racialization side and not the political side. Books Jerad Recommends:
Stay Connected You can find Jerad on his website: http://www.jeradkoepp.com. To help you start to identify places where you might “jam a screwdriver into the cog,” I’m sharing my Diagnosing Adaptive Challenges workbook with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 126 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I explain how to replace the cannon:
8/7/2023 127. RESOURCE DIVE: A Research-Based Model for Addressing Unplanned Controversial Issues in ClassRead Now
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I listened to Charlot Cassar talk about the model in his co-authored, open access journal article, “Why teachers address unplanned controversial issues in the classroom” on the Visions of Education podcast. Then, I immediately read the paper. Now, I’m sharing the highlights with you!
Why? Locally and globally, there are always things happening that impact our students. Often, in highly emotional ways. This plus our school and larger cultural contexts can make it challenging to determine when to address an unplanned issue that arises in class. Teachers in Cassar, Oosterheert, & Meijer’s (2023) study described three types of “controversies”:
These situations happen all of the time. Some teachers (like the teachers invited to participate in this study) are more likely to choose to address these issues in class. Others are not. Importantly, the study noted that how teachers addressed a situation impacted their self-esteem and self-efficacy as a teacher. For leaders who are wary about telling teachers exactly what to address, this study’s model presents an opportunity to invite teachers to reflect on their reasons for choosing to address a specific issue or not. What’s in the model to understand teachers’ justifications for addressing unplanned controversial issues in the classroom?
Note: You can see the visual model (Figure 1) on p. 13 of the journal article. How can educators use this model in practice? After an event that impacts students in your school or district, invite teachers to use this model to think through each of the elements to explain why they chose to address it in the moment or not. (You could do this as a whole staff following a large event that impacted the whole community or use this in an individual coaching conversation with one teacher for an event that only impacted that class.) Here are some questions that teachers may want to consider in relation to the model:
Once teachers have reflected individually, you may want to pick a specific question to discuss as a whole staff or in teams. For example: Do we (as a staff) believe teachers should go beyond the syllabus or stick to it? I recommend using a discussion protocol for this. Moving forward, encourage teachers to consider this model as a reflective tool after an incident in class or in the moment as a decision-making tool. For the latter, I would recommend selecting ONE element or question from the list above that a teacher wants to ask themselves in the moment. Considering multiple elements in the moment would take too long. To help you create the space for these kinds of conversations with staff, I’m sharing my sequence of Staff Meeting Agendas with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 127 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
If you enjoyed this episode, check out my YouTube channel where I backwards design a staff PD unit plan:
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Dr. Chris Jones is the Principal of Whitman-Hanson Regional High School in Massachusetts. He is the author of SEEingtoLead and host of the podcast SEEingtoLead. His overarching goal is to positively model continuous improvement in all facets of life by being purposeful, acting with integrity, and building character. In this episode, we go totally off-script to dig into what it looks like to talk about and take action towards a racial justice.
The Big Dream We are taking action on a daily basis born from a broader, greater, deeper understanding of everybody’s journey and how they got to where they are now. We need to act in a way that honors the history each individual has gone through including intergenerational trauma. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content Following building closures for COVID, the district has become more racially and linguistically diverse. This prompted a realization that change is needed. Most students were in homogeneous communities in their homes during lockdown. Coming back to school and being in a racially diverse school has caused discomfort. Mindset Shifts Required As leaders, we have to stop being defensive. Leaders need to help students and caretakers be in an emotional state where they feel safe and be part of a community. From Dr. Ibram Kendi: Racism is a continuum and action-based. Action Steps Several things Dr. Jones has tried include: Support Teachers and Students to Create Belonging for All Students This involves curriculum and practice being culturally responsive and sustaining. Create a Parent Advisory Group to the Principal BIPOC parents and caretakers were invited to be in this group. Ensure Opportunities for Students to Join Clubs and Affinity Groups No Place for Hate. Get training on how to start affinity groups. Invite Black, Brown, Indigenous, Arab and Asian Students into Conversations about Policies Ask “Why is this important to you?” Leaders, do your own research. Don’t be afraid to change the policy next week. Thank Students Who Share Critical Feedback It’s as simple as, “Thank you for bringing this up to me.” Talk to White Students Who are Engaging in Cultural Appropriation After doing this, Dr. Jones saw white students stop wearing durags. Sometimes, students will just not do something around you because they know you’ll do something about it, but other times, they will reflect, engage in conversation, and stop doing it. One Step to Get Started Think about others’ experiences as a set of transparencies. Start with the first layer of what you believe in (your values) and the fact that we’re all human beings. Then, consider others’ experiences are not the same as yours and recognize you don’t understand their lived experiences. Seek to learn. Then, look at institutions and policies you can impact and recognize the effects of those policies on others. Stay Connected You can find Dr. Jones on @DrCSJones on almost all social media sites and on his website. You can email him at drchrissj@gmail.com. To help you in your leadership journey, Dr. Jones is sharing resources each week in his newsletter. You can sign up to get it here for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 126 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Resource: In this episode, Lindsay mentioned the book, On Apology by Aaron Lazare, M.D. Quotes:
If you enjoyed this episode, check out my YouTube channel where I create a unit plan using cooking and justice:
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To wrap up the Unit Dreaming series, I want to reflect on the wisdom of the guests we’ve heard from in the past six episodes. Their reflections on how they felt during and after the unit planning process we used has helped me think about what to keep, what to emphasize, what to build in more support for, and what to change as I continue to refine my unit planning protocol that I use to coach teachers and teacher teams.
Unit Planning Tip #1: Spend time clarifying the Driving Question and let it focus you. In episode 119, Debbie Tannenbaum said planning with the DQ was new for her, and it was helpful to have as a guide. In episode 121, Tre' Gammage talked about the value of framing adult Professional Development (PD) as a curriculum as a way of committing to a sustained focus throughout the year. Whether you use the DQ for students or for educators, this is what focuses all of the work. One of the biggest lessons I have learned in this series is the importance of spending enough time on it that it resonates with the teacher. Then, everything else seemingly falls into place. Unit Planning Tip #2: Invest in a reusable unit arc. By the end of episode 122, Phil Januszewski said he felt like he had a solid “skeleton” to be able to reuse in different units as a way to incorporate the justice-based and human elements he wanted in his curriculum. Debbie liked the simplicity of the unit arc outline we used. In the template, the three columns for each lesson are listed as: Focus, Protocol, Resource. I’ve been using the acronym “GPS” (Green Light, Protocol, Source) for the Investigating History curriculum through DESE, leveraging their term “green light” to indicate the focus content (and when students will have enough to move onto the next thing) and the term “Source” as a nod to its emphasis on source analysis. Unit Planning Tip #3: Dr. Gholdy Muhammad’s HILL Model unlocks deep learning. In episode 124, Jason Reagin built upon a Design project he’s done in the past with students. He credited Dr. Muhammad’s framework as the reason he took the project to a deeper level. (He even used 3 of the pursuits as a core component of the unit’s summative project!) I cannot overstate how much I love Dr. Muhammad’s framework, based on the genius of historical Black Literary Societies, which includes the 5 pursuits of Identity, Criticality, Joy, Skills, and Intellect. I focus on the first three as I listed them here because I see these as underutilized. If you haven’t read them already, check out her books, Cultivating Genius and Unearthing Joy. Unit Planning Tip #4: Learn about societal problems. Phil Januszewski (episode 122) reflected on how helpful it would be to learn more about the problems in the world that are connected to the content areas we teach. From there, we can teach content knowledge and skills so that students can put it to use in addressing those problems. Having an ongoing stream of problems, injustices, and current events will help with this. I find it helpful to identify one source (teachers can consider their preferred medium—I enjoy podcasts—and their content area or focus) and engage with it once a week or so. It might be a great activity to include in each team meeting: Share one event or situation in the world that connects to your content and you might be able to build a unit around. Unit Planning Tip #5: Weave in other models and structures. On episode 120, Dr. Bakshi McLean talked about using the Science-based 5 Es approach to a unit arc. She also shared her SHS steps (Standard, Hook, Society) which help teachers think about the same kinds of things I want to get teachers talking about! If there’s a strategy or framework out there that can complement the approach I coach with, I want teachers and leaders to use it! Unit Planning Tip #6: Talk it through with someone. Gwen and Nancy Jorgensen talked about this in episode 123, and several guests also mentioned it. Simply being able to talk through ideas with another person was energizing, clarifying, and all-around helpful. It would be great if everyone had a coach for this work, but it could be your team, a colleague, another teacher in a different district—it’s helpful to have someone to brainstorm with. Final Tip Whatever process you share with your team, ask teachers to reflect as they use it. This reflection piece has helped me listen to the people engaging with the unit planning protocol I use to coach people to create curriculum. They are the experts in what’s helpful about it and what isn’t. Leaders, remember to make space for these reflections just as we encourage teachers to do with students at the end of a unit! To help you implement some unit dreaming with your staff, I’m sharing a 5-minute tutorial video I made on YouTube! (There’s also a link to a free resource in the YouTube description if you want it.) And, if you’re looking for more details on the ideas in this blog post, listen to episode 125 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
If you enjoyed this episode, check out my YouTube channel where I explain how to run a staff meeting on unit dreaming:
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Jason Reagin is the Middle Years Program Coordinator at the Western Academy of Beijing. His teaching background is in 'Design' education. In this episode, we apply a step-by-step unit planning protocol to dream up a new Design unit!
Unit Planning Step 1: Context/Spark The school and Jason wants to do more with curricula that connects with environmental and organizational sustainability and advances Diversity, Equity, Inclusion, and Social Justice. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Identity: How will our unit help students to learn something about themselves and/or about others? Jason wants students to explore different innovation approaches beyond the innovators who are typically studied (i.e., White guys from western contexts from the Industrial Revolution to today). One way he’s historically done this in class is to trace where a candy bar came from. Students learn 90% of the contributions to get the candy bar in their hands were not from western nations. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Jason wants students to explore multiple entry points in design conversations. He shared an example of the colors red and green used on a Chinese website being used as having opposite meanings from what Americans typically associate with those colors. Joy*: How will my unit enable, amplify, and spread joy? *Joy is: beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, personal fulfillment, art, music Students should experience fulfillment in everything we do. It can be hands-on learning, doing something that’s currently relevant to students. Unit Planning Step 3: Driving Question How can I design this package so it meets our triple bottom line rubric? (Students can co-create the name of their triple bottom line that encompasses identity, criticality, and joy!) Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Students co-create a “triple bottom line” rubric and name it. Then, design packaging for a product. Ask the target audience to evaluate the design. Format Options:
Unit Planning Step 5: Unit Arc Hook: Disassemble and explore packaging of different products. Invite students to bring in a package of their own. Build the Base: Traditional triple bottom line concept, then design their own class rubric Case Studies:
Project Work Time/Feedback:
Stay Connected You can find Jason on Twitter. (Also, listen to his podcast, Design Cast!) To help you create your own justice-centered unit, I’m sharing my Curriculum Planner with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 124 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I create my own unit plan with music:
7/10/2023 123. Unit Dreaming: A Family-Designed Unit (ELA, Music, PE) with Elizabeth and Nancy JorgensenRead Now
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Nancy and Elizabeth Jorgensen are a mother and daughter duo, both teachers and writers. They even worked in the same building for a few years! In this episode, we apply a step-by-step unit planning protocol to dream up a new unit!
Unit Planning Step 1: Context/Spark Nancy and Elizabeth co-wrote a book about their family member, Gwen Jorgensen, who is an Olympic athlete and the winningest woman in the history of the triathlon. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Identity: How will our unit help students to learn something about themselves and/or about others? What does it look like to be your best! Tár is a movie about the first female chief conductor of the Berlin Philharmonic. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Not many middle-grade books and stories about female athletes out there. Title IX. Structures of access. Representation across intersectional identities. Joy*: How will my unit enable, amplify, and spread joy? [Joy is: beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, personal fulfillment, art, music .] Stories of joy and success and working through or bouncing back from the ache of not achieving success the first time. Student-curated resources (what brings them joy!) Unit Planning Step 3: Driving Question What environmental indicators enable us to be our best? Supporting Question: Who and what do I need? Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Students write letters to be published in a literary journal OR perform a live artistic/musical piece! Students can discuss what necessary components should be included in selections. Letter Examples:
Unit Planning Step 5: Lesson-Level Texts Ideas Rich Roll’s podcast and YouTube series Alexi Pappas’s book Bravey Student-curated resources (e.g., newsletters, music scores) Stay Connected You can find Elizabeth on www.lizjorgensen.weebly.com or email her at elizabeth.jorgensen@gmail.com. You can find Nancy on www.nancyjorgensen.weebly.com or email her at nancy.l.jorgensen@gmail.com. They are both on Twitter @LyzaJo and @NancyJorgensen More Links:
To help you implement a unit like this, Nancy and Elizabeth are sharing their educator guide with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 123 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I explain what to do when political discussions bring unexpected things:
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Phil Januszewski is a tattoo-covered, Netflix baking-show flopping, motivational speaking high school chemistry and physics teacher with a master's degree in teaching leadership. His mission is to bring happiness to others through education, motivation, and entertainment.
In this episode, we go in a totally unexpected direction weaving two content areas together as we apply our step-by-step unit planning protocol. It’s a wonderful example of the messiness of the unit design process! Unit Planning Step 1: Context/Spark NGSS Standards. Have to prepare students for the exam. Wants to build in more SEL touches to the Science standards. Can we weave in positive psychology and gratitude into an upcoming thermochem unit? Let’s further students’ development as humans, not just scientists. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Intellect/Content: Shifting energy. Endothermic, exothermic. Phases of water. Lots of algebra. Skills: Data collection/observation (review); Explanatory models/metaphors (next level) Identity: How will our unit help students to learn something about themselves and/or about others? Gratitude. Fostering connection to teacher, students, school community. Embracing the good. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Lack of belonging inhibits learning. Joy*: How will my unit enable, amplify, and spread joy? [Joy is: beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, personal fulfillment, art, music.] Experience joy during learning. Unit Planning Step 3: Driving Question Is our community more exothermic or endothermic? Note: We didn’t come up with this exact version during the show, but I think it takes one more step to bring together the student examples to analyze the community sense of belonging Phil talked about. Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Phase One: Traditional project/assessment on Science knowledge Phase Two: Students choose a situation that’s important to them and pose it to the class to discuss the question: Is [this example from life] more exothermic or endothermic? Phase Three: Suggest a practice or policy change to fix an exothermic situation. Stay Connected You can find Phil on his website at www.philjanuszewski.com He’s on Instagram and Twitter @PhilJanuszewski His Linktree is: https://linktr.ee/PhilJanuszewski You can email Phil at: PhilJanuszewski@gmail.com To help you inspire flourishing and positive psychology in your school, Phil is sharing his 3-Step Classroom Happiness Practice worksheet with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 122 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I explain turbulence theory and the student voice pyramid:
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Tre’ Gammage is a Social Emotional Learning Specialist focused on building social-emotional competence in school communities through program adoption, implementation, professional development, and team building. In this episode, we build out a “unit” for adult PD using a step-by-step unit planning protocol!
Unit Planning Step 1: Context/Spark Wanting to curricular-ize adult SEL professional learning experiences. Currently, Tre’ is mostly focused on working with schools and leaders on relationship and communication. Let’s build a unit around this! Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Identity: How will our unit help students to learn something about themselves and/or about others? Current offerings focus on general communication preferences as part of adults’ identities. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Let’s elaborate on this. SEL skills are the foundation to be able to have equity conversations and changes. Group size may impact the adaptive, critical work that can be done in a generative way. We want adults to be able to stay in important situations and conversations when experiencing discomfort. Unit Planning Step 3: Driving Question Are you showing up as your best self in your community? (A lesson/activity can be defining as a group what “your best self” in community means.) Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Communication summary report for each team that includes information such as: individuals’ strengths, tendencies, whether they are people- or task-oriented and whether they have fast or slow communication styles. Application: Review these reports before and after meetings. Use the collaboration strategy list to support self and others. Final “assessment” is to address an existing tension in the school/team. Unit Planning Step 5: Unit Arc Hook: Miscommunication and high stress in the workplace as a hook. Then, take the assessment. Build the Base: Reflect on individual assessment results. Watch videos specific to your communication style. Explore high and low emotional intelligence examples. Case Studies: Case 1: Individuals think about relationships; Case 2: Strategies to support communication in your team; Case 3: Routines to help each person and the team be at their best. Project Work Time: Lower-stakes practice of team communication through “decision by consensus” options like lost at sea or lost on the moon. Stay Connected You can find this week’s guest on www.seleducators.com and on social media @tregammage and @seleducators. To help you learn more about adult SEL, Tre’ is sharing a bunch of informational video content with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 121 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I explain how to talk about a strategic plan for increasing student voice in the next few years:
6/19/2023 120. Unit Dreaming: Sustainable Farming + Photosynthesis with Dr. Leena Bakshi McLeanRead Now
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Dr. Leena Bakshi is the founder of STEM4Real, a nonprofit professional learning organization committed to combining STEM and NGSS standards-based content learning and leadership with principles of equity and social justice. It was super fun to brainstorm a justice-centered Science unit using both of our unit planning protocols!
Here’s what we came up with: Unit Planning Step 1: Context/Spark Real-world application: What can students do? Food desserts during the pandemic in California. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Identity: How will our unit help students to learn something about themselves and/or about others? Students see themselves in the lesson. Counternarratives via situations, types of farming. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Different communities’ levels of access to food by race, geography and income. Joy*: How will my unit enable, amplify, and spread joy? If the teachers aren’t having fun teaching, the students won’t be having fun. Phenomenon-based instruction inspires curiosity. Phenomenon-based instruction can happen across the content! Joy is in the possibilities of what can be! Unit Planning Step 3: Driving Question How do we farm so that communities of color and low-income communities have access to food? Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) The public product can be selected by students. This might be a social media campaign, a letter to the school board, presenting at a city council meeting. Unit Planning Step 5: Unit Arc SHS Planning Approach: Standard: Photosynthesis Hook: Students look at photos of empty grocery store shelves. Society: How are we going to farm? 5 Es Unit Arc: Engage: Experiential, inquiry-based learning (just jump right in without vocabulary!) Show the picture(s), have students generate questions using the Question Formulation Protocol, share via a discussion protocol. Explore: Make observations. Measure plant growth. Explain: It doesn’t have to be teachers explaining to students. Students can explain to each other! Use a text-based protocol (e.g., video, written text, student-created model) Elaborate: Tell counternarratives. Show examples of farmers of color and indigenous farming techniques. Align with Social Justice Standards from Learning for Justice. Look at different contexts like hydroponics. Evaluate: Return to student-created list of questions from the start of the unit. What questions did we answer? Use Claim, Evidence, and Reasoning frame to respond to DQ. Use Circle protocol to discuss. Youth take civic action that feels authentic. Stay Connected You can find Dr. Bakshi McLean on www.stem4real.org and follow her organization at @stem4real on Facebook, Instagram and Twitter. To help you design and implement your own amazing unit, Dr. Bakshi McLean is sharing her Lesson Planning Tools with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 120 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I explain how to talk about using practical strategies to support student inquiry:
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Time for Teachership is now a proud member of the...AuthorLindsay Lyons (she/her) is an educational justice coach who works with teachers and school leaders to inspire educational innovation for racial and gender justice, design curricula grounded in student voice, and build capacity for shared leadership. Lindsay taught in NYC public schools, holds a PhD in Leadership and Change, and is the founder of the educational blog and podcast, Time for Teachership. Archives
January 2024
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