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Teaching and Reaching All Students by using an equity-focused approach to education! I choose this topic because I know that students learn in an environment that best supports them. By using icebreakers to have students share about themselves, you are in turn creating a caring community of learners. When setting expectations, ensure they are clear and upheld for every student in the room. Modeling those equitable practices will maximize your students' awareness to share in the responsibility of creating a safe space for diversity!

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Equity-focused teaching is a corrective tool that moves beyond inclusion. It is based on the understanding that systemic inequities shape all students' individual and group-based experiences of social identity and thus produce vastly different relationships of power in and outside of the classroom. How do we define "equity-focused teaching" at U-M? CRLT uses the following definition, which synthesizes a range of research related to teaching and learning, the expertise of our DEI consultants, as well as ideas collected in faculty focus groups:

Equity-focused Teaching is a corrective tool that allows instructors to acknowledge and disrupt historical and contemporary patterns of educational disenfranchisement that often negatively impact marginalized and minoritized students. It recognizes that systemic inequities shape all students' individual and group-based experiences of social identity and produce vastly different relationships of power in and outside of the classroom, which impact students' learning and success. The corrective work of equity-focused teaching involves deliberately cultivating a learning environment where students:

Have equal access to learning

Feel valued and supported in their learning

Experience parity in achieving positive course outcomes

Share responsibility for the equitable engagement and treatment of all in the learning community.

Equity-focused teaching is an ongoing commitment and practice that should develop across the life of a teaching career. This commitment is always in the service of achieving just experiences and outcomes for both students and teachers alike.

Some key aspects of this definition to note: 1. This definition is relevant in every discipline, whatever your content. 2. Equity-focused teaching requires intentional practice over time with the intention of achieving just experiences and outcomes. As one participant in a CRLT faculty interview stated, "Teaching for equity is not the goal; justice is." 3. Equity-focused teaching does not describe any particular pedagogical approach but names a foundational intention that shapes your approach, whether you are lecturing, leading discussion, holding office hours, or facilitating team-based learning.

As the definition also suggests, equity-focused teaching ideally stems from instructor awareness about the ways that bias and systemic inequities (such as sexism, racism, ableism, homophobia, Islamophobia, anti-Semitism, or economic inequality) influence student access to and learning experiences within specific disciplines and institutions as well as higher education more generally. In this way, the idea of equity-focused teaching provides a lens through which to view and disrupt patterns of educational disenfranchisement in your discipline, courses, students, institution, and the interactions among them.

You may or may not already have a clear understanding of how such inequities play out in your discipline. Whatever your starting point, you can increase your awareness by paying attention to -- and discussing with teaching colleagues -- matters such as the following:

Who has primarily been included and supported in my field of study (e.g., featured as experts or top scholars, hired as faculty, recruited as graduate students, graduated in large numbers from relevant majors)? How has that inclusion been facilitated? Are people of some identity groups overrepresented or underrepresented, suggesting barriers to equity and inclusion? Through my teaching, how might I facilitate equitable inclusion of a broader range of identities and perspectives?

What do the most common pedagogical approaches in my field assume about students' educational backgrounds, frames of reference, and/or ways of learning? Who might be disenfranchised by those assumptions, and what role can I play in disrupting these patterns?

Where do I see gaps in perspective or marginalizing approaches in course materials? Where do I see marginalizing behavior in classroom interactions? How can I intervene to make changes?

How can I become more aware of my own biases and guard against those biases affecting my interactions with or assessments of students?

How can I learn about students' experiences of the learning environment in my course so I can continuously work to create equitable and just experiences?

As you become increasingly aware of such dynamics and seek to respond to them through your instructional choices, it's helpful to be guided by insights from research on learning and teaching. You can learn more about that research foundation at www.crlt.umich.edu/research-basis-inclusive-teaching. Some key findings stemming from that research include:

Students' feelings of belonging are strongly correlated to their ability to learn. By the same token, feeling excluded, marginalized, or devalued on campus or in a class or discipline can be a significant barrier to student learning (Ambrose et al., 2010; Walton & Cohen, 2011). You can facilitate a sense of academic belonging through featuring the contributions to your discipline of researchers with a broad range of social identities, learning and using students' names, structuring meaningful peer learning opportunities, choosing examples from a broad range of cultural domains to illustrate course concepts, or having students provide examples themselves.

Students are more likely to persist through challenges when instructors communicate high standards and provide clear paths to success for all students (Dweck, 2006; Steele, 2011; Yeager et al., 2014). You can do this by identifying effective study strategies for exams, providing grading rubrics that outline clear criteria for success on writing assignments, or sharing stories about your own challenges and successes learning difficult material.

Transparency about expectations and norms benefits all students' learning and is especially beneficial for first-generation college students and other groups who have been traditionally underserved by higher education (Eddy & Hogan, 2014; Stephens et al., 2012). Transparent practices include identifying learning objectives for class activities, explaining how students should communicate with you and make use of opportunities like office hours, and making clear how student work will be assessed in every dimension of the course, including participation.

Student awareness of and appreciation of diversity are maximized when instructors create structured opportunities for classmates to learn about and from one another (Johnson & Johnson, 2014; Gurin et al. , 2013). Such opportunities could include regular icebreakers at the start of class, team activities where students self-identify strengths and skills, or peer interviews about prior experience with course material.

To support you in reflection and development of your equity-focused teaching practices, this document provides additional specific teaching strategies aligned with five equity-focused teaching principles supported by the research described above. How might your teaching be guided by an attention to such principles? How can you enhance equity in your classroom, studio, lab, and/or office hours? These are questions you can productively reflect upon throughout your teaching career.

References

[ Additional references.]

Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass. Chapter 6: "Why do Student Development and Course Climate Matter for Student Learning?"

Dweck, C. S. (2006). Mindset. New York, NY: Random House.

Eddy, S.L. & Hogan, K.A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? CBE--Life Sciences Education, 13, 453-468.

Gurin, P., Nagda, B. R. A., & Zúñiga, X. (2013). Dialogue across difference: Practice, theory, and research on intergroup dialogue. New York, NY: Russell Sage Foundation.

Johnson, D., Johnson R., & Smith, K. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.

Steele, C. (2011). Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. Reprint ed. New York: Norton.

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: how American universities' focus on independence undermines the academic performance of first-generation college students. Journal of personality and social psychology, 102(6), 1178.

Walton, G.M. & Cohen G.L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451.

Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., ... & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804.

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Overview of Equity-focused Teaching at Michigan

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Equity-focused teaching is a corrective tool that moves beyond inclusion. It is based on the understanding that systemic inequities shape all students' individual and group-based experiences of social identity and thus produce vastly different relationships of power in and outside of the classroom. How do we define "equity-focused teaching" at U-M?

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Strategies to Support Equity-Focused Education

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Strategies to Support Equity-Focused Education

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I choose to focus on reflection of a teachers use of equity-focused teaching strategies. Often times we may implement a new technique or game without following through on if it was effective. I feel the same happens for teachers including equity-focused teaching strategies. When you do activities such as ice breakers, think about the question you are asking students to answer. Is it relevant? Does it open discuss on a sensitive topic appropriately? Did students enjoy the activity? These are all important questions to ask our selves when we incorporate equity-focused teaching strategies! The document attached above has a check list for your reflection to ensure your equitable teaching practices are effective!

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Equity-Focused Teaching Strategies Reflection (5 principles) -- crlt.umich.edu

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An anti-racist education starts at home and is expanded upon at school. I choose this topic because I feel that every age is appropriate to have conversations about race. When reading this resource you will notice that there are links to expand upon the ideas presented. Creating anti-racist education begins with the teacher, they should be knowledgeable about resources and current events. An anti-racist education is multifaceted and includes classroom pedagogy, lessons, strategies, and a diversity of different learning materials.

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How do you nurture anti-racism in children? Can educators and parents teach young people to see past their unconscious bias and ingrained beliefs to truly empathize with peers of color? How can white educators teach these topics when they have no personal experience with racism?

These are the questions many researchers and organizations have been grappling with for decades. The answers are complex, but one solution stands out: Knowledge and awareness are the keys to mutual understanding and transformational change.

These organizations collectively offer a deep well of free materials for educators and parents to address racism, inequity and bias and strategies for offsetting the devastating effects of racism on young people.

1. Learning for Justice

This project of the Southern Poverty Law Center and has been around since 1991 with a goal to stop hate and to teach children to be "active participants in a diverse democracy." The Learning for Justice project (formerly Teaching Tolerance) provides a wealth of free resources for K-12 educators to teach tolerance with an emphasis on anti-bias and social justice. It's Social Justice Standards show how anti-bias education works through the four domains of identity, diversity, justice and action. The project offers lesson plans, teaching strategies and materials including texts, films and posters. It also provides professional development for teachers through workshops, self-guided learning, webinars and podcasts.

2. National Museum of African American History and Culture

Talking about Race, a page on the National Museum of African History and Culture, is a great resource for educators, who have an important role in communicating black history and culture. What and how the history of race in America is presented is an opportunity to engage in thoughtful, respectful and productive conversations. This site has tools and guidance to help with these conversations.

3. Common Sense Education

This extensive list of curated resources aims to help both teachers and students build a set of social and cultural literacies via multicultural education, social justice education and culturally responsive pedagogy to navigate difficult conversations, acknowledge and challenge bias and prejudice, create inclusive classroom spaces, and fight for social justice. You'll find links to comprehensive curriculum as well as lessons, videos, downloadables and games organized by topic areas, such as facilitating tough conversations, understanding bias and prejudice, and getting students civically engaged.

4. Teaching for Change

Founded in 1989, this national organization offers professional development, curriculum and curated resources to help K-12 teachers and students build a more equitable, multicultural society, and become active global citizens. It encourages "teachers and students to question and rethink the world inside and outside their classrooms." Programs include anti-bias education for young children, a high school history curriculum based on Howard Zinn's "A People's History of the United States" and a civil rights curriculum that focuses on everyday people instead of a few major heroes and dates. The organization also identifies and promotes "the best multicultural and social justice children's books, as well as articles and books for educators," through the website SocialJusticeBooks.org.

5. Project Implicit

This nonprofit organization seeks to make people aware of their implicit biases, or thoughts and feelings outside of conscious awareness and control. It offers implicit association tests on its website that anyone can take anonymously to identify their own hidden biases. By making people aware of such biases, they are better able to identify their influences on their behavior. The anonymous data also is made available to researchers, journalists, educators and others so they can better understand attitudes and stereotypes. The project was started in 1998 by researchers from Harvard, the University of Washington and the University of Virginia.

6. The Children's Community School

This Philadelphia preschool put together an infographic titled "They're not too young to talk about race" that identifies the development of racial attitudes in young children from 3 months through age 6. The infographic is based on research showing that attitudes about race start forming very early on. For example, "by 30 months, most children use race to choose playmates," according to the infographic.

The goal is to encourage dialogue about race and diversity with young children to develop healthy attitudes. "Young children notice and think about race," the infographic states. "Adults often worry that talking about race will encourage racial bias in children, but the opposite is true. Silence about race reinforces racism by letting children draw their own conclusions based on what they see." Also included is a list of resources for more information and training.

7. The 1619 Project

This ongoing initiative from The New York Times Magazine began in August 2019 to mark the 400th anniversary of American Slavery. The essays, on different aspects of contemporary life, show how various modern phenomena are connected to slavery. The package also includes 17 literary works by black writers on key moments in American history. You'll also see a visual history of slavery and find a link to the 1619 podcast.

The content is gruesome, because the subject is gruesome. Therefore, it might be better suited for older students.

8. The Obama Foundation

President and Michelle Obama started this foundation to create a more just and equitable world. You'll find links to projects and organizations that focus on police violence and anti-racism and suggestions for actions that anyone can take to encourage reform. There's also information about My Brother's Keeper Alliance, which President Obama started in 2014 after the killing of Trayvon Martin, to address the opportunity gaps for young men of color.

9. Ohio University

Designed for social workers, government officials and business leader's, the report In Pursuit of Racial Equity: The Social Worker's Role, includes dozens of resources and data sets on the social impact of racism.

10. ISTE

ISTE offers a wealth of resources for K-12 and higher ed educators, and while the emphasis is on edtech, digital equity and inclusion is at the forefront of ISTE's mission and a hallmark of the ISTE Standards.

Closing the Gap is a two-book series by Regina Schaffer, Nicol R. Howard and Sarah Thomas exploring how to achieve digital equity on campuses, in classrooms and throughout the education system. Closing the Gap: Digital Equity Strategies for the K-12 Classroom, discusses the key challenges facing teachers in today's classrooms, such as access, connectivity, limited resources, the digital divide and the homework gap. Closing the Gap: Digital Equity Strategies for Teacher Prep Programs offers research- and evidence-based vignettes from teacher educators, higher education deans and department coordinators demonstrating best practices.

In this episode of ISTE's Ed Influencer podcast, child psychiatrist Pam Cantor talks about why it's important for educators to focus on relationship-building and students' emotional well-being during times of crisis. Although the focus of this podcast is on the COVID-19 pandemic, Cantor's research focused on the effects of the Sept. 11 terrorist attacks on children in New York City schools. Cantor's study revealed that highly stressful situations cause a double whammy effect on children's ability to learn.

Human relationships, such as those in school communities - friends, classmates and teachers - can buffer the negative effects of stress caused by trauma like racism, turmoil at home or traumatic events, Cantor says.
Jerry Fingal is a writer from Eugene, Oregon, who focuses on education. Samantha Mack is a marketing associate for ISTE. This is an updated version of a post that originally published on June 3, 2020.

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Resources from 9 organizations that collectively offer free materials for educators and parents to address racism, inequity and implicit bias, and offer strategies for offsetting the devastating effects of racism on young people.

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Strategies to Support Anti-Racist Education 

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Strategies to Support Anti-Racist Education 

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To support an anti-racist education teachers should begin with setting the tone for inclusion. This resource has a few different strategies listed, but I thought the most thought provoking strategy was to address tensions and problematic interaction between students. Tensions on any scale over any topic can create friction among your community of learners. When the friction is based upon race or marginalizing other groups this can create discomfort among students. It is important to address all sides of every tiff, and use tools listed in this document to support you!

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Center for Research on Learning and Teaching

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Setting the tone for inclusion: crlt.umich.edu

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What would I use from this resource?
I would use this resource to support why I choose to implement classroom norms. In addition to this, I would reference the strategies to implement as a guide to translating this information to my specific classroom needs.
Why would I choose to use it?
I would choose to use this resource because it has examples, standards, strategies, and tips. It is well-rounded in explaining not only what to do but why you are doing it.
How would I implement it?
I would reference this resource because it has a section dedicated to strategies a teacher could use to implement classroom norms. I would use a variety of strategies to implement classroom norms such as modeling, having the students practice, and being consistent in my response to student behavior.

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What would I use from this resource?
I would use the ten tips collected in this resource to build a classroom community that is welcoming to everyone. Specifically, I liked the point that says the discussion of LGBTQIA+ issues does not mean you have to talk about sex. I think this common misconception is what scares a lot of educators away from the topic. Children are curious and as teachers, it is our job to share unbiased information that is age appropriate for our classroom.
Why would I use it?
I would use this resource because LBGTQIA+ students exist, and so does the prejudice against them. This is a very controversial topic that has gained lots of attention from whistle-blowing politicians. There is plenty of misinformation regarding this community, and I anticipate having students and families who are in the community and those who are against the community. This resource will assist me in navigating this issue inside my classroom.
How would I implement it?
I would implement this by using the strategies presented in the resource. One tip is to include LGBTQIA+ books in their aligning genre instead of cataloging them in an LGBTQIA+ category. Another tip for implementation would be to trust positive intentions and recognize that sexual and gender identity is fluid and multifaceted. Implementation starts with the educator of the room, and in order for students to understand their teacher must first be the model of this inclusive behavior.

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This month is LGBTQ History Month. Founded in 1994, the annual campaign includes forums, marches, lectures, and "National Coming Out Day," all imploring Americans to increase the visibility of LGBTQ narratives.

Six states-California, Colorado, Illinois, Maryland, New Jersey, and Oregon-have answered the call to action over the past several years by passing legislation that will weave LGBTQ history and terminology into public school curricula. Colorado, for example, will reform history, English, and civics curricula, incorporating lessons on the AIDS Epidemic and novels with same-sex parents. Such policies bring discussion of LGBTQ issues out of the shadows and validate the healthy diversity in our communities.

State legislators and LGBTQ advocates should be applauded for their efforts, but the real impact will happen in individual classrooms. Educators will need to translate abstract policies into classroom activities, lesson plans, and conversations. For many, daunting questions arise: "What does it mean to be LGBTQ? Will I need to talk about sex? What books should I use? How do I support LGBTQ students during these units?"

Thankfully, there is no need to reinvent the wheel. I interviewed 25 middle and high school teachers across the country by phone, over email, and in person to illuminate 10 key mindsets and teaching methods that help facilitate LGBTQ-inclusive teaching:

1. Know that your students are ready to discuss LGBTQ issues. In fact, they have been engaging with LGBTQ issues for years through media, family, and conversations with peers. Unfortunately, most of this information is biased: Over 95 percent of middle and high school LBGTQ students report hearing homophobic remarks in school, but just 13 percent hear positive messaging about LGBTQ identity. Constructive in-class discussion about LGBTQ identities is a welcome-and necessary-addition to the dialogue.

2. Recognize that sexual and gender identity is multifaceted. Not every student fits into a box, and that's okay. GLAAD maintains a guide to LGBTQ identities, but deciding how and when to use labels is still daunting. When one 8th grader began questioning his own gender, his teacher, Amanda, found that knowledge of the transgender community helped her understand the student's concerns. She offered to use the student's preferred pronouns, shared a novel with a gender nonbinary protagonist, and stopped dividing her class by gender ("boys" and "girls" lines, for example). She explained, "labels help explain different experiences, but they shouldn't become rigid prescriptions for how someone should act or be treated."

3. Refrain from "call out culture," but when discipline is necessary, respond to all identity-based attacks consistently. If students misuse terms out of ignorance such as conflating homosexuality and being transgender, punishment may discourage them from asking questions or discussing LGBTQ issues generally. However, if students use intentionally insensitive slurs, treat the comment like any other slur; in fact, punishing racist comments while evading homophobic remarks could indirectly legitimize anti-LGBTQ attacks.

4. Don't assume talking about LGBTQ issues has to involve talking about sex. In Reading the Rainbow, researcher Caitlin L. Ryan and educator Jill M. Hermann-Wilmarth ask us to "shift our understanding of LGBTQ people away from sex and toward who people are, including how they live, whom they love, and with whom they build family and community." In speaking to the many facets of sexual and gender identity, you can share a fuller perspective of what it means to be LGBTQ in age-appropriate ways.

5. Trust your own positive intentions. An imperfect advocate is better than a silent bystander. Kristin, an 11th grade English teacher, described her embarrassment after asking her lesbian student if she preferred to use male pronouns: "I turned bright red when I realized how ignorant that sounded." Her student, however, saw genuine compassion underlying Kristin's comment. Terminology is easy to fix when one's heart is in the right place. Students will understand this.

6. Integrate LGBTQ-inclusive books with other books, and make them easy to check out anonymously. Shelly, a high school English teacher in Tennessee, explained, "At first, I created an LGBTQ+ section, but only students who identified this way picked up the books. When I integrated the books with the other genres, many students checked them out." Her approach allows students to select books discreetly and leverages their complementary interests in, say, science fiction or fantasy.

7. Treat LGBTQ characters in literature as whole people with many interests and identities. Donna, a creative writing teacher, emphasizes the importance of creating many "points of relatability" between students and an LGBTQ protagonist-hobbies, aspirations, relationships, or other identities-to ensure students "don't think sexuality has to define someone."

8. Speak in terms of relationships rather than labels. For example, when teaching The Color Purple, AP Literature teacher Jackie refrains from asking if the main character, Celie, is lesbian. Rather, she tries to capture the complexity of attraction, asking students to "examine Celie's relationship with Shug. Why is Celie drawn to her? What motivates Celie's romantic interest in women generally?" The conversation reinforces that relationships are nuanced combinations of preferences, emotions, and circumstances.

9. Don't rely on LGBTQ students to explain LGBTQ characters to the class. Let them volunteer, but otherwise treat them like any other student. Many LGBTQ students are still figuring out their own identities, and asking them speak for an entire minority group is daunting. Additionally, singling them out may create the impression that LGBTQ people are monolithic.

10. Build in substantial free response and open discussion time. Zachary, a 7th grade ELA teacher, started a "Questions Mailbox," where students can submit questions on any topic from class anonymously. He found it was a win-win: students could submit questions at their leisure, and he had time to craft a thoughtful answer before the next day's lesson.

Many other resources help educators navigate LGBTQ-inclusive teaching. The "Welcoming Schools" project provides lesson planning resources, and Ryan and Hermann-Wilmarth's Reading the Rainbow highlights inclusive pedagogical approaches. If educators believe a student might need formal support for mental illness or physical harm, they should be ready to refer students to professionals.

By changing who is represented in the classroom, educators can signal to LGBTQ students that they are not alone, abnormal, or unwell; rather, their community and experiences are of value-worth writing about, studying, and discussing. Cultivating an inclusive classroom might be a daunting endeavor, but it is a crucial one.

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10 Tips for Building a More LGBTQ-Inclusive Classroom (Opinion)

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Don't assume talking about LGBTQ issues has to involve talking about sex, and other important lessons from teachers.

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The Community Compassion Network Food Pantry, Nutrition Club, and Infant Pantry is there to supplement a families food supply. This resource can be used to acquire food, hygiene, and baby supplies. Food is a resource many often take for granted, this organization is there to ensure families have access to an essential part of life.

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Community Compassion Network relies on grants, donations, and community support. We could not do this without you.

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I-Ride is a resource to supplement rides to and from school, and around the community. This service is disability friendly equipped with a lift and ramp. Youth rates are discounted, and available in the form of cash fare or a pass (with either 22 or 44 rides). This resource runs from 6 am to 12 pm Monday through Friday, so this resource can be used to get to and from school, to the grocery store, etc.

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I-Ride – Public Transportation Services of the Isabella County Transportation Commission

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I-Ride is here for your transportation needs. Our fleet of 46 buses are equipped with either a lift or ramped entrance for persons using mobility devices. We are open 359 days a year and offer shared ride curb-to-curb service.

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As a future mandatory reporter, it is crucial to understand disproportionality and disparity related to the system. Child abuse happens in every family regardless of race, culture, or socioeconomic status. Being mandated to report child abuse is something not to take lightly. It is essential to check your biases because mandatory reporting actively adds to the disproportionality and disparities in the childcare system. Think critically and examine your assumptions before reporting child abuse.

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This resource will assist me in covering the social justice standards. The specific resource I am covering with this source, would be DI.3-5.6 "I like knowing people who are like me and different from me, and I treat each person with respect." I choose to focus on the 3-5th grade standards, because that is what I plan to teach.

Using this resource to guide to work on our implicit biases will be important to incorporate in the classroom. My students, although too young to read this resource, will be taught in a classroom in which their teacher will be advocating for them and their peers. My student's jobs will be to take and use the behaviors, language, and temperament I model and use that to curb their own biases. This will be a life long skill to get along with whoever is present, so it is important they learn this young.