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Access the Cards

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas: What are you hoping to learn today?
What are you hoping to share today?

Resources/Insights

Successes: What successes have you and/or your learners had related to this topic?

Challenges: What challenges have you and/or your learners encountered related to this topic?

Equity: What are some challenges and potential solutions related to diversity, equity, and inclusion as it relates to this topic?

Reflections  Is there a new tool or resource you want to explore? Or an idea you want to share with a colleague?

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Get the conversation started:

Who’s in the room?
(Ask participants to introduce themselves)

Why did you pick this topic?

What are you hoping to learn/share today?

What are some challenges or successes you have experienced related to this topic?

How does this topic intersect with issues of equity?

What resources, tools, or insight may help others dealing with this topic?

What additional questions do you have about this topic?

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Ideas

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C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

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C hallenges and potential solutions related to diversity, equity, and inclusion

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C hallenges and potential solutions related to diversity, equity, and inclusion

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C hallenges and potential solutions related to diversity, equity, and inclusion

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C hallenges and potential solutions related to diversity, equity, and inclusion

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C hallenges and potential solutions related to diversity, equity, and inclusion

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Make sure all voices are heard in the conversation.

Be mindful of your own unconscious biases in communicating.

Give ample wait time for people to respond to a question or comment.

Remind participants to stay muted when they are not speaking.

Use the chat feature or reactions (like a thumbs up icon) to share quick responses with the group.

The Edcamp Community are dedicated to a harassment-free experience for everyone. The Edcamp Community’s Anti-Harassment Policy can be found below:

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Scroll to the right to find your room --->

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Scroll to the right to find your room --->

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1. Identity Activities in the Classroom
2. Adult Learning

3. Student Identities

4. Build Relationships and Self-Confidence

5. Technology Engagement

6. Social Emotional Learning

7. Student Voice

8. Culturally Relevant Pedagogy

9. OPEN ROOM

10. OPEN ROOM

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I used this during the year I was working remotely. They have them in English and Spanish.

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- Interested in finding the best way to communicate information to people and package it in ways that make sense for them.

-Create engaging learning experiences for adults.

-Military setting - Learn more about the civilian world.

- How to help our students deal with the crazy world they have inherited and how we can help them be brave and courageous in learning what they need and be able to show up to solve these problems.

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https://www.npr.org/2020/06/08/872371063/microaggressions-are-a-big-deal-how-to-talk-them-out-and-when-to-walk-away

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Conversations with coworkers, friends and family are essential to pushing back against racism. While it's important to understand the history and systemic factors that play into racism, it's important to also confront what's known as "microaggressions." These are the thinly veiled, everyday instances of racism, homophobia, sexism (and more) that you see in the world. Sometimes it's an insult, other times it's an errant comment or gesture.

Kevin Nadal, a professor of psychology at John Jay College of Criminal Justice, has spent years researching and writing books on the effects of microaggressions. He says as big structural issues play out, it's important to confront the small stuff, too.

"We navigate all of these things in our lives," Nadal says. "For many of us on a daily, hourly basis. And for some of us where we might not even recognize that we are navigating them or even perpetrating them."

To be clear, the "micro" in microaggression doesn't mean that these acts can't have big, life-changing impacts. They can, which is all the more reason to address them when you see them. If you can, that is. I spoke to Nadal about how.
This interview has been edited for length and clarity and was originally published in June 2020. Andrew Limbong: What exactly is a microaggression?
Kevin Nadal: Microaggressions are defined as the everyday, subtle, intentional - and oftentimes unintentional - interactions or behaviors that communicate some sort of bias toward historically marginalized groups.

The difference between microaggressions and overt discrimination or macroaggressions, is that people who commit microaggressions might not even be aware of them.

Someone commenting on how well an Asian American speaks English, which presumes the Asian American was not born here, is one example of a microaggression. Presuming that a black person is dangerous or violent is another example. A common experience that black men talk about is being followed around in stores or getting on an elevator and having people move away and grab their purses or their wallets.

Oftentimes, people don't even realize that they're doing those sorts of things. And in fact, if you were to stop them and say, 'Why did you just move?' They would deny it because they don't recognize that their behaviors communicate their racial biases.
If someone says something racist to me, what does their intent matter?
At the end of the day, if somebody says something racist to you, it's racist. And if it hurt your feelings, it hurt your feelings, so it doesn't really matter what we define it as.

But it is important to understand that a lot of times people who engage in microaggressions will not believe that what they said was racist or sexist or homophobic. And so calling them racist or sexist or homophobic would make them very defensive and make them unable to even recognize what their impact was.

We're all human beings who are prone to mistakes, and we're all human beings who might commit microaggressions. And it's not necessarily that you're a bad person if you commit a microaggression, but rather that you need to be more aware of your biases and impact on people. We all need to commit to working on these things in order to create a more harmonious society.
So let's say you get into a conversation about current events. And the conversation turns toward police and racism and police brutality. Maybe the conversation gets a little tense and you can sense that a microaggression might be coming. What are your options then?
I think there are a lot of things that people need to consider when having what we would call difficult dialogues. First, think about whether or not the person is worth talking to. Is this somebody that you care about? Is this somebody who you think would actually have the capacity to hear what you have to say? A lot of times people get into arguments with people they don't need to necessarily be emotionally invested in because they don't have that sort of relationship.

If you are close and if you do have a relationship it might be important just to say, 'Look, I feel like we're both getting really emotionally charged right now. I don't feel like I'm able to hear what you're saying. I don't feel that you're able to hear what I'm saying. So maybe we need to table this and talk another time.' Or maybe offer to give them something they could read - that could be more helpful or effective than a conversation that might just turn into yelling and hostility.
Is there a risk of this feeling like homework?
Yes. Oftentimes people of color are asked to educate white people on issues that the person of color has lived with and thought about for their entire lives. That can be very psychologically and emotionally exhausting for a person to then have to care about the white person's feelings and to take those extra efforts so that they can learn something that they should have - and could have - learned throughout the duration of their life.

You don't have to do that if you don't want to. Or you could provide them with resources or a book to read before they even come to the conversation.

At the same time, if you're a person with privileged identities and you want to be a true ally, maybe you do have to do that homework. Maybe you do have to engage in those uncomfortable emotions because you know that it's your job and responsibility to have those conversations so that other people of color or women or LGBTQ folks won't have to have those conversations for you.
There can also be a certain amount of discomfort if you're talking about a group that isn't involved in the conversation, right? Here we are talking about police brutality against black people and neither of us is black.
You don't have to be of a certain group to understand that something is unjust. It's really about learning how to be empathetic to people. And also just to be really aware and knowledgeable of history. This country is founded on racism toward indigenous people and racism toward black people, and that's not new.

Even if we might not necessarily understand exactly what it means to be a member of the targeted group at that moment, we certainly rely on our knowledge and our awareness of history and of the lived experiences of people of those groups.
Let's assume that we're close friends and talking about being brown in New York. And then I say something homophobic, but we're friends and you know that I could be better. Where do you go from there?
So what I might say immediately is, 'What do you mean by that?' So somebody says, 'Oh, that's so gay.' And then I say, 'What do you mean by that?'

And if we're friends, that means that I trust that you do care about social justice issues - that maybe this is just a slip in that moment that that person will say, 'Oh, I'm sorry.' I didn't mean that. Because asking someone what they mean by that is giving them that opportunity to explain themselves.

And for some people, they say things just because they've been so socialized to say certain things. But when they're really asked to explain what they're trying to say, that's where, you know, they have to think about it and sometimes even retract what they originally say because they don't want to perpetuate something that isn't actually who they are.
So what would you say are three quick bits of advice on having these difficult dialogues?
1. Do your own work before you even get there. Read blogs and personal essays, understand the lived experiences of historically marginalized groups, watch documentaries and try to think outside of your own perspective.

2. Set realistic expectations of what you want from these conversations. Also think about, is this actually helping? Is this a conversation that I view as being helpful in any way, shape or form? It's important to acknowledge that no one is going to learn everything in one conversation overnight.

3. Always be aware of yourself and your mental health when having these conversations. In a world where we all fought for social justice all the time, we would be getting into productive arguments and fights and having protests every day and changing laws, but we don't and we can't because we're also human and we need to rest.

But again, think about your role and your positionality, because if you're a person with privilege and you could fight a little bit longer, then do it. But if you're a person of a historically marginalized group, we want you to be alive and we want you to be healthy in order to continue this fight toward justice.
The audio portion of this story was produced by Andee Tagle.

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Microaggressions are a big deal: How to talk them out and when to walk away : Life Kit

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Microaggressions are the everyday, thinly veiled instances of racism, homophobia, sexism and other biases that come across in gestures, comments or insults. But the "micro" doesn't mean that the acts don't have a big impact. While there's no one right way to address a microaggression, we have some pointers for ways you can begin to respond.

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www.iamagenius.net
www.shesagenius.org

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1. learning moment after TikTok issues.
2. pre-school ideas for social emotional learning
3. morning SEL ideas
4. digital citizenship for students after certain behaviors

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Getting Started With Culturally Responsive Teaching

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Getting Started With Culturally Responsive Teaching

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https://www.edutopia.org/article/getting-started-culturally-responsive-teaching

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Getting Started With Culturally Responsive Teaching

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Understanding students’ lives can help teachers foster a sense of belonging and ensure that all students feel respected and challenged.

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This FREE Escape Room will take students on a secret mission around the classroom! This escape room has students decode inspirational quotes from famous figures about growth mindset.

Students will learn facts and quotes about Rosa Parks, Theodore Roosevelt, William Shakespeare and Oprah Winfrey. Your students will be inspired to do their best.

The Growth Mindset Escape Room has students walking around the classroom breaking codes. The codes include ciphers, Morse code, cryptograms and a final 4 digit code based on the decoders/clues.

Each clue and code is different. The codes require students to think differently to decipher or decode them.

Some codes are easier than others. Some codes require critical thinking to determine what a letter/symbol stands for. Each code will reveal interesting facts about famous people and their Growth Mindset.

The use of secret code will keep your students engaged while competing to find the final code. Students can report the final code to you. If you wanted to, you could purchase a 4 digit lock that you program, but it is not necessary at all! No props needed!!

This is a NO PREP, NO PROPS, PRINT & GO Activity! Best used in grades 4-8.

You can use the pre-labeled clues or you can challenge older kids to choose/find the decoder that works for each of the clues.

A set of labeled and non-labeled decoders are included for differentiation. A "How to Decode" puzzles is also included. An answer key and easy to follow teacher directions are provided.

Time needed: 30-60 minutes.

In addition to learning or reinforcing the subject matter, my escape rooms encourage teamwork and critical thinking. As a "timed" challenge, students will be engaged from beginning to end.

This FREE escape room includes 12 fun, colorful signs to take class pictures with at the end of the mission.

Signs include "Puzzle Master", "She did all the work", "Genius", "We did it", "I Escaped" and more! Hang the pictures in your room, send them in a parent newsletter or share them on social media☺

New Feature: I have included a 6 question formative to complete as proof of understanding. Each "clue" also has one question to answer to ensure comprehension for a total of 10 questions. Many times students rush to solve the puzzles without reading or comprehending what they read. The questions need to be answered correctly before they can win!

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Free Growth Mindset Escape Room - Think Tank Teacher

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This FREE Escape Room will take students on a secret mission around the classroom! This escape room has students decode inspirational quotes from famous figures about growth mindset. Students will learn facts and quotes about Rosa Parks, Theodore Roosevelt, William Shakespeare and Oprah Winfrey. Your students will be inspired to do their best.

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Five Essential Strategies to Embrace Culturally Responsive Teaching (higher education)

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Five Essential Strategies to Embrace Culturally Responsive Teaching (higher education)

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https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential-strategies-to-embrace-culturally-responsive-teaching/

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Faculty Focus | Higher Ed Teaching & Learning

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Five Essential Strategies to Embrace Culturally Responsive Teaching

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The following practices provide five essential strategies for how educators can make their learning environments more culturally responsive.

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Digital citizenship shouldn't be a long list of don'ts. It should be about the do's that help create thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. Those do's include:

Using technology to make your community better.

Engaging respectfully online with people who have different beliefs than you.

Using technology to make your voice heard by public leaders and shape public policy.

Determining the validity of online sources of information.

Digital citizenship goes beyond conversations about personal responsibility. It's about being active citizens who see possibilities instead of problems, and opportunities instead of risks as they curate a positive and effective digital footprint.

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Digital citizenship shouldn't be a long list of don'ts. It should be about the do's that help create thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. Those do's include: Using technology to make your community better.

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Empower people to break through barriers & contribute their best to the world. DONATE NOW "

What's within you is stronger than what's in your way

AS SEEN ON:

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No Barriers Warriors improves the lives of veterans with disabilities through curriculum-based experiences in challenging environments

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Inspiring students and educators through exploration and adventure to become agents of positive change in the world

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No-bull, authentic and transformative development experiences to improve corporate leaders' abilities to harness barriers

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The No Barriers Summit is a 3-day event connecting people who are looking to reach their full potential despite the barriers in their way

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No Barriers Life

The No Barriers Life framework is the basis for No Barriers curriculum and experiences across all program areas. No Barriers developed these elements to exemplify the mindset and actions that allow us to break through barriers, unleash individual and collective potential, and have a positive impact on the world.
Learn more about No Barriers "

Our Impact

of participants report "This program changed my life."

of participants commit to reaching their full potential at the conclusion of their program

of participants believe that what's within them is stronger than what's in their way more than a year after programming

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Break through your barriers and contribute your best to your relationships, your workplace, your community, and the world.

No Barriers empowers people of all walks of life and abilities to overcome obstacles, live a life of purpose, and give back to the world - all based on our ground-breaking curriculum, the No Barriers Life.

This program and it's leaders made me realize that it's important to step outside of my comfort zone more often. This program has helped me accept the help of others and be able to ask for assistance.
Anonymous

Get Involved. Be Forever Changed.

Stay up-to-date on new opportunities & community stories.

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No Barriers USA - Programs to Get Involved & Be Changed Forever

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Empower people to break through barriers & contribute their best to the world.

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Relationships and Curriculum go hand-in-hand just like reaching a student's hearts and minds.

It may take more time in some cases for us to truly get to know or reach our students.

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We must deconstruct the narrative of asking for help being seen as a sign of weakness.

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We do Community Building Circles every morning which focus on SEL

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A new approach to high school SEL

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Explore quotes for teens that will inspire, motivate and comfort them through the challenges of growing into good adults.

Explore free teaching resources and social emotional learning activities for high school teens.

Why Truth be Told Quotes?

Life is full of lessons to be learned. Sometimes you need the perfect bit of wisdom or an inspiring quote of good advice to help young people on their way.

In a world of memes, Truth Be Told quotes relates real world advice that will get teens thinking. These meaningful quotes about teen life offer realistic bits of advice about responsibility, self awareness, and overall social emotional development.

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Truth Be Told Quote Books and Teaching Resources

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Explore quotes for teens that will inspire, motivate and comfort them through the challenges of growing into good adults. Explore free teaching resources and social emotional learning activities for high school teens. Life is full of lessons to be learned.

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It's personal, it's theirs.
We all experience aspects of our identity in our own personal ways.

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We need to get to know the students and not judge them based on our standards.

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Great lessons that include the presentations, student material and lesson plans.

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Social Emotional Learning Resources for Elementary School

Teaching Resources for Elementary SEL

Looking to build a customized social emotional activity? Or do you want some lesson plans that are ready to go? Either way, our collection of social emotional learning teaching resources is full of the tools you need to fill your SEL curriculum.

Explore SEL resources like worksheets, books, posters, presentations and more that cover social emotional learning topics from self management to positive relationships and lots in between.

Most of our teaching resources are free and all of our PDFs are free to print and share for non-commercial use. So explore and feel free to share in your online classroom or print for your students.

Search by topic:

Empathy Honesty Respect Responsibility

Best of the Web

Don't see what you're looking for yet? We've scoured the web for the best resources for teaching about good character and social skills. Explore links to ours and other providers' social emotional learning teaching resources, including songs, videos, activities, lesson plans.

Lists of resources sorted by good character traits, like honesty, respect, responsibility, self esteem, caring...

Best of Character Ed

Lists of resources sorted for social skills, like self-management, empathy, positive relationships, decision making...

Best of Social Skills

You may also like:

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Teaching Resources for Elementary Social Emotional Learning

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Social Emotional Learning Resources for Elementary School Looking to build a customized social emotional activity? Or do you want some lesson plans that are ready to go? Either way, our collection of social emotional learning teaching resources is full of the tools you need to fill your SEL curriculum.

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Is the setup of the classroom culturally responsive to the needs of the students and the culture that they come from? It can look different from group to group.

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Students come to us with different experieces as well as backgroungs. I need to find ways to bring their experiences into the lessons so that the students have the opportunity to express themselves and learn from each other.

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- We have to show we care. They still need it!

- We need to treat people like a person and HELP THEM vs TELL THEM.

- Ground in the "whole person" that they are.

- We have to make sure we are there for the kids and the families, and COVID 19 taking us out of the classroom has even challenged us to

Here is a model to help us communicate more effectively with people:

A - Audience
I - Information
M - Messaging

AUDIENCE:
Know WHO they are... Get to know what is important for them, what are they worried about? What might they not have access to they want?

INFORMATION
Simplifying them down to what THEY need to know.
Keeping it short & to the point but provide links to deeper resources for further study.

MESSAGING:
Making the message simple and clear.
Positivity - Helping them - cheering them on

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Pronouncing a person's name correctly is part of being culturally responsive and respecting where the student/person is from.

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Suggest to your admin about Trauma Informed Care training. ACEs research as well. To get your whole faculty on board for social emotional learning.

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ClassDojo has lessons on different topics. My 3rd graders love them.

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Start classroom discussions about brain-expanding topics like growth mindset, empathy, and more.

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What is Social and Emotional Learning (SEL)?

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What is Social and Emotional Learning (SEL)?

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https://www.youtube.com/watch?v=Y-XNp3h3h4A&list=PLM3PYurzmKsCh7ZgrEnBfyatronIv3y9I&index=1

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What is Social and Emotional Learning (SEL)?

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SEL 101: What are the core competencies and key settings?

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SEL 101: What are the core competencies and key settings?

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SEL 101: What are the core competencies and key settings?

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The faculty and staff needs to reflect the students in the seats. How do we attract more professionals of color to education?

It is good for students to learn to work with different types of people but they also need to identify with the peolple in front of them.

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Jaida Campbell. Great program that I am starting to use in small groups

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Jaida Campbell. Great program that I am starting to use in small groups

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Character Playbook - Healthy Relationships | EVERFI

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Character Playbook gives middle school students practical applications for developing social and emotional skills.

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Using platforms like Flipgrid.

Submit when ready.

Helps them get feedback, assistance or peer revision.

We need more diverse ways of assessing student knowledge.

if we are beginning with the end in mind (what we want the students to do), then assessment has to be part of the conversation in the early stages not only at the preparation for assessment stages.

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I need to learn and appreciate the culture(s) of my students. I need to embrace their differences. My reactions and actions stay with my students for a lifetime.

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We are promoting these things, but we don't USE them.

We have 2 hour meetings to go over things vs. smaller conversations and links so they can do it on their own.

Create scalable learnings - Videos with instructions

1 pagers and short videos to support their learning.

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Questions from participant around understanding students identifying as non-binary.
Can be a segue point to explore identity outside of binary structure.
For one of our participants who identifies as non-binary, their identity is rooted in the social construct of gender. Expectations around traditional gender roles was uncomfortable.
Now there is language to make it visible - but that doesn't mean this is just a fad.
Stand in the arena with them.
ASK them what pronouns and names they prefer.

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https://www.streetlaw.org/programs/scotus-in-the-classroom
https://www.icivics.org/
https://www.desmos.com/
https://www.commonsense.org/education/top-picks/terrific-websites-for-science
https://www.gilderlehrman.org/
https://sites.google.com/view/emilyrcox/home

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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1. Help them translate this into something that they can do at home.

2. Create short video's/mini lessons for parents.

3. Set up "office hours" on Zoom - to be there to answer questions.

4. Send pictures or video's of them doing it - Great way to share ideas and promote what they are doing.

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https://www.amazon.com/dp/B00CBDC1U6/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

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The Absorbent Mind (Unabridged Start Publishing LLC)

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Buy The Absorbent Mind (Unabridged Start Publishing LLC): Read Kindle Store Reviews - Amazon.com

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The way assessments are structured only provides a small segment of our student population to demonstrate their proficiency.

Portfolios allow students to demonstrate their strengths as opposed to measures that may have systemic flaws and biases in their structural design.

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Adult Learners in a Regimented situations

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Adult Learners in a Regimented situations

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1. Be PERSISTENT

2. Make changes to provide new ways and means to support them.

3. I have people in different departments, help bring it to the team and help them reinforce it.

4. Our job is to SUPPORT THEM and understand what these younger adult learners need and how to support them.

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https://gradepowerlearning.com/importance-of-goal-setting-for-students/

https://globalonlineacademy.org/insights/articles/how-process-portfolios-drive-learning

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3 Tips to Make Any Lesson More Culturally Reponsive by Zaretta Hammond

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3 Tips to Make Any Lesson More Culturally Reponsive by Zaretta Hammond

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https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/

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Last month, I reviewed Zaretta Hammond's fantastic book, Culturally Responsive Teaching and the Brain. Now I'm proud to have Zaretta here as a guest writer to share some specific strategies with us.

Culturally responsive teaching. Everybody is talking about it. The big question is: How do you actually make lessons culturally responsive? That comes up regularly when I am working with groups of teachers to improve outcomes for diverse students who are struggling. I remember working with a group of sixth grade teachers on improving learning for their at-risk students. These teachers were frustrated that their students, 95 percent of them students of color and English language learners, were not applying themselves to learning.

I suggested that we explore making lessons more culturally relevant in order to accelerate student learning. I remember the reaction of Janice, the science teacher. "I am not going to be rappin' about the periodic table," she said defiantly as she crossed her arms and sat back in her chair.

I couldn't blame her. Google "culturally responsive teaching" and you can find a dozen videos of well-meaning teachers leading some call-and-response chant about exponents or rapping about the Boston Tea Party while students sit back and giggle. That's because we usually talk about culturally responsive teaching only as an engagement strategy designed to motivate at-risk students to take learning seriously. Or we try to find a race-based connection to the content to make it "relevant" to minority students.

One of the biggest misconceptions about culturally responsive teaching is thinking you have to tie the lesson's content to African American or Latino students' racial background. The common belief is if you mention Africa, Mexico, or famous black and brown high achievers, it will spark students' attention. Then they will be motivated to participate.

In reality, culturally responsive teaching is less about using racial pride as a motivator and more about mimicking students' cultural learning styles and tools. These are the strategies their moms, dads, grandmas, and other community folks use to teach them life skills and basic concepts long before they come to school and during out-of-school time.

Culturally responsive teaching leverages the brain's memory systems and information processing structures. Why? Many diverse students come from oral cultural traditions. This means their primary ways of knowledge transfer and meaning-making are oral and active. It's a common cultural tradition that cuts across racial groups: African American, Latino, Southeast Asian, and Pacific Islander communities all have strong oral cultures. Each of these cultural groups uses the brain's memory systems for turning inert information into useable knowledge. They use memory strategies to make learning sticky, like connecting what needs to be remembered to a rhythm or music (that's why we still know the ABC song) or by reciting it in fun ways like a poem, riddle, or limerick.

I asked Janice what area of learning she wanted to help her kids improve. She said science vocabulary; they weren't learning the weekly words and it was getting in the way of their understanding of key concepts. She was frustrated and at the end of her rope. I asked how she was teaching it. She used the typical approach: On Monday, she listed the words on the board. Students copied them down and were required to look each word up and use it in a sentence. On Wednesday, there was a vocabulary test.

I suggested that we design word study to be more culturally responsive by making it more like the students' own cultural learning process. She was open for trying something different.

I offered her these three tips for transforming any lesson into something that looked and felt more culturally responsive to diverse students, something that would allow them to engage more and process the content effectively.

Games are the power strategy for culturally-grounded learning because they get the brain's attention and require active processing. Attention is the first step in learning. We cannot learn, remember, or understand what we don't first pay attention to. Call and response is just a way to get the brain's attention. Most games employ a lot of the cultural tools you'd find in oral traditions - repetition, solving a puzzle, making connections between things that don't seem to be related (Ever play Taboo or Apples to Apples?).

Organizing learning so that students rely on each other will build on diverse students' communal orientation. This communal orientation can be summed up in the African proverb, "I am because we are." Even making learning slightly competitive in a good-natured way increases students' level of attention and engagement. It's why the T.V. show Survivor has been around for so many years; it's a social-based game.

The brain is wired to remember stories and to use the story structure to make sense of the world. That's why every culture has creation stories. In oral traditions, stories play a bigger role in teaching lessons about manners, morality, or simply what plants to eat or not eat in the wilderness because it's the way content is remembered. Diverse students (and all students, really) learn content more effectively if they can create a coherent narrative about the topic or process presented. That's the brain's way of weaving it all together. (Bonus: It also offers a great way to check for understanding and correct misconceptions.)

So Janice took her weekly list of science vocabulary and created a variety of sorting and matching games for students. She built a set of simple card games based on Go Fish or Old Maid. In addition she created some team games. Each week students had different active ways to learn the vocabulary. For 10-15 minutes a couple of times during the week, students got to play these learning games rather than look up words in a dictionary. She gave them instructions for making the games at home if they wanted to.

Instead of the traditional weekly vocab test, she asked them to "storify" their understanding of key concept words like metamorphosis, using vocabulary from past weeks.

When I checked in with the group a few weeks later, she was the first one to share. She said student engagement was like night and day. Now all students were participating. She said she knew they were learning the vocabulary at a deeper level because they were actually using the new science terms during discussions and in their writing with no prompting from her.

The big A-ha's for the group that day were that (1) Culturally responsive teaching doesn't have to be some performance the teacher does to entertain students and (2) It doesn't have to mention race or reference culture at all. Instead, what makes a practice culturally responsive is that it mimics students' own cultural learning tools. They all realized that these practices are helpful for all students, not targeted at minority students.

The real trick is to use these strategies regularly as part of your instructional routine rather than doing them randomly every now and then. Consistency is the key. ♦

Learn more about how to improve diverse students' information processing skills and actually grow their brains in Zaretta Hammond's book, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students .

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3 Tips to Make Any Lesson More Culturally Responsive

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Google "culturally responsive teaching" and you can find a dozen videos of well-meaning teachers leading some call-and-response chant about exponents or rapping about the Boston Tea Party while students sit back and giggle.

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Be specific!
Tie it to a behavior, not a grade.
Tie it to future success and plans.

Example: You worked so hard to pass that test. Did you know that students who know how to work hard get better grades, have better schedules, and get good jobs! They may even have more friends!

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

# data[].attributes.headline
Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

# data[].attributes.subject
Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

# data[].attributes.body
https://www.amazon.com/Culturally-Responsive-Teaching-Brain-Linguistically/dp/1483308014/ref=sr_1_1_sspa?dchild=1&keywords=zaretta+hammond&qid=1631985187&s=digital-text&sr=1-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUE2OEdMRUNIMkVZTzAmZW5jcnlwdGVkSWQ9QTA0OTU2MDhXUVlUSk5GWjdGUiZlbmNyeXB0ZWRBZElkPUEwOTE2NDkyMjkzUFZZVDRXMVFWSSZ3aWRnZXROYW1lPXNwX2F0ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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How can we give our students courage to express themselves in their true identities?

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How can we give our students courage to express themselves in their true identities?

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Example - wear your hijab with pride.

Creating a safe space to have the conversation.
Be mindful about representation in your learning spaces.
Visible vs. invisible identities
Symbols like a hijab make a typically invisible identity marker (religion) very visible. That can be uncomfortable.

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1.   Roleplaying - Wrong then right
2.  Modeling behaviors at adults
3.  Try to talk about something as soon as you can so they can make the connection
4.  Positive reinforcement.
5. Incentives - schoolwide and classroom.
6.  Praise tied to the future
7.  Teach empathy.
8. Name emotions

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Make sure students see themselves mirrored in their classrooms, whether that is through current events, novels, history, what is on the walls, etc.

Celebrate who is part of your classroom.

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Listen to The Status GROW Podcast on Spotify. Paul Oneill @PaulOneill1972 and Cory Radisch @cradisch_wc come together to start a podcast that will plant seeds to make you think and grow! We look forward to some great discussion, guests, and definitely some humor!

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Mood - a - meter or Emojis on door for students to indicate how they are right now!

My take, it gives students dignity.

PERMISSION TO FEEL book

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Celebrating holidays and sharing foods are an amazing way to share culture.

People take pride in sharing their holiday celebrations and their foods. Taking part in this sharing is showing respect for the cultures.

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It is important to give students the opportunity to use their voice.

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https://chrisemdin.com/product/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-reality-pedagogy-and-urban-education/

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Product Info
A New York Times Best Seller
Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education.

Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y'all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.

He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student's culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning.

Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike-both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the "Seven C's" of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.

For White Folks Who Teach in the Hood...and the Rest of Y'all Too has been featured in MotherJones.com, Education Week, Weekend All Things Considered with Michel Martin, Diverse: Issues in Higher Education, PBS NewsHour.com, Slate, The Washington Post, Scholastic Administrator Magazine, Essence Magazine, Salon, ColorLines, Ebony.com, Huffington Post Education

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For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education | Dr. Christopher Emdin

# data[].attributes.attachment_link.description
A New York Times Best Seller Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education.

# data[].attributes.body
Exposing students to people from different cultures expands their horizons and helps them to work with people of different cultures in a more positive light.

# data[].attributes.headline
Great book on teaching children with trauma

# data[].attributes.subject
Great book on teaching children with trauma

# data[].attributes.body
window key and . key gives a list of emojis

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

# data[].attributes.body
We want more cultural events that expose the students to different cultures.

We want the lessons we teach to be memorable.

We want the students to feel like they belong.

# data[].attributes.body
Having open and honest conversations - letting students know you are there for them.

Doing a temperature check - Everyone has been affected with this pandemic. Meditation and yoga before and then do a check in. Ask the students What do you want? What do you feel? -Our students voices are often silenced

Mindful Resources  - Guided meditation, affirmation, just silence, knowing the different  types of meditation and incorporate it. Focusing on the breathing and the techniques. Patience and tolerance  are short and that intentional

Zen Counting. Must count to a targeted goal. If the miss off then they have to restart.
https://dbp.theatredance.utexas.edu/content/group-counting

Be real. Teachers have real thoughts and feelings too. Be authentic with your students. Following through with your students.

Identities and Confidence
Try to find praise for any student. Those little moments can make a huge impact.

Assess the students where they are and focus on affirmations. Help them build their own that is unique to them. This affirmation can follow them through life. Acceptance-Uniqueness - Meditation _ Help them look inward to know who they are and where they want to go. Give them a sense of empowerment.

Affirm what others are saying. Say this is what I heard. How to create that space for peer-to-peer conversation. Creating that safe space with sentence starters. Do this with character exploring. What is the identity of the character in the story? How can we bring these lived experiences into the classroom.

https://drive.google.com/file/d/1LA9U7JN0Z24VPfVgUPRBA4rB5pwbERc4/view?usp=sharing

https://www.iirp.edu/images/conf_downloads/RZrVvi_Sample_Prompting_Circles_Questions.pdf

https://drive.google.com/file/d/1W3H_6Wr3gBjMg6kpoqRUK3UxRdzEGOps/view?usp=sharing

How do we get to the root causes? Have the student self-reflect. What do they take ownership on? What is their perception? What do they see as the start of the situation? How can we help these students and advocate for them? Focus on the actions. Let's not label the behavior for them. What allies or advocates does a particular have? Who can you lean on.

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Strategies to Build Connections, Safety and Trust

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"I Am From..."
"Just Because I'm..."

# data[].attributes.body
@pauloneill1972
@belagaytan
@mshluvssnoopy

# data[].attributes.headline
ABC Chart for helping students to understand their behavior and what would have been a better choice.

# data[].attributes.subject
ABC Chart for helping students to understand their behavior and what would have been a better choice.

# data[].attributes.body
It was a pleasure discussing Culturally Relevant Pedagogy with you this afternoon.
Nanette Fandino-Diaz MrsNFDiaz@aol.com
NJ High School Spanish teacher
@nanettediaz (Twitter)

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-Gilden Lehman
-Kami (write on a PDF)
-Scratch then move to SNAP from Berkeley
-Squeak eToys
Interland for relationships
Brainpop for cyber bullying videos
Classcraft for gamification of classroom management

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1. We joined primarily because we want to reach a diverse group of students and make sure they feel heard and represented.  We teach virtually, and we want to encourage engagement based on how students identify.

# data[].attributes.body
As adult learners we are all balancing so much.

Work life balance is not possible, feeling like we have to balance things leads to feeling like a failure.

What we need to do is Stretch like a rubber band when we have to lean into an area and then take advantage of the opporutnity to rest and care for ourselves when it contracts.

The idea of "LEANING INTO" an area has helped me.  There are times I lean into being an educator, lean into being a parent, lean into care for myself.

Self care is the #1 important rule!  Without caring for ourselves the rest of the work we have on us and We will be better because of it!

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Terrific Websites for Science | Common Sense Education

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Terrific Websites for Science is a Top Picks list of 46 apps and websites curated by Common Sense Education edtech editors.

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

# data[].attributes.attachment_link.readable_text
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NYC-area students and teachers: Join us at Trinity School for a special book talk on Frederick Douglass.

Join us to honor the winner of the 2022 Gilder Lehrman Military History Prize, Bruce Henderson.

Q&A session for prospective students to learn about the Gettysburg College-Gilder Lehrman master's degree program

Affiliate Schools, libraries, and other sites can host this exhibition for free in January and February.

Enter your EduHam Online creative piece for a chance to win an all-expenses-paid trip to NYC to see a performance of Hamilton.

Publishers, agents, critics, and authors may submit or nominate books published in 2023.

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The Revolutionary: Samuel Adams

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Saying It Loud: 1966-The Year Black Power Challenged the Civil Rights Movement

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Gilder Lehrman Institute of American History |

# data[].attributes.attachment_link.description
Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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https://phet.colorado.edu/en/simulations/filter?subjects=biology&type=html&sort=alpha&view=grid

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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Identity, Stereotypes, Discrimination Hyperdoc 

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Identity, Stereotypes, Discrimination Hyperdoc 

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I have used this with 4th/5th/6th graders.