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I think a challenge to the framework is putting it into context...ELA/math/etc

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I think a challenge to the framework is putting it into context...ELA/math/etc

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The framework is not really incorporated in other subjects but social studies.

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Challenges: How to translate the framework into other languages for dual language teacher to evaluate targeted language courses.

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Like others have said, it's hard to think about how the framework can relate to math or writing, etc. 

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Like others have said, it's hard to think about how the framework can relate to math or writing, etc. 

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A challenge has been incorporating these big/important issues into 20 minutes formal lessons.

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How to include these frameworks in content areas that don't necessarily have space for it (phonics, etc.)? How can we still make the effort but not have it seem as much of a stretch that takes the authenticity away from it?

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It can be hard to coalesce everything into a lesson, especially when there is limited time frame to deliver lessons

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It can be hard to coalesce everything into a lesson, especially when there is limited time frame to deliver lessons

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It is hard to connect Muhammad to some of the lesson... like science...

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Case Study 1: Thinking about the social action and just how the teacher could use the opportunity to think about school funding. 

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Case Study 1: Thinking about the social action and just how the teacher could use the opportunity to think about school funding. 

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This framework has been harder to add into math and science lessons (math formal lesson - skill and knowledge are easier to fit in and self explanatory, and identity and criticality are harder). Self love is easier to fit in overall. Project based learning with math and science would be easier to incorporate all parts of the framework. 

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This framework has been harder to add into math and science lessons (math formal lesson - skill and knowledge are easier to fit in and self explanatory, and identity and criticality are harder). Self love is easier to fit in overall. Project based learning with math and science would be easier to incorporate all parts of the framework. 

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Easy to use this framework in our Literacy/social studies but a little difficult in math, etc.

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Shifting individual responsibility to institutional-->issues of social injustice

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Shifting individual responsibility to institutional-->issues of social injustice

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When you make lesson plans - it holds us accountable to be intentional about incorporating the framework. For math and science, having a guide would be good to have. 

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When you make lesson plans - it holds us accountable to be intentional about incorporating the framework. For math and science, having a guide would be good to have. 

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Picower is complex. Difficulty visualizing the Picower framework into every single lesson, difficult to balance with all other classroom factors and of course we recognize this as extremely important work. 

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Picower is complex. Difficulty visualizing the Picower framework into every single lesson, difficult to balance with all other classroom factors and of course we recognize this as extremely important work. 

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Challenging heteronormativity seems to fit fairly well within M's Identity and Criticality tenets, and P's Self Love and Knowledge, Respect for Others and Issues of Social Injustice (and it could be pushed into the other three).  But how do we work these issues into math and science lessons that are completely unrelated?

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we have a limited time to teach a lesson, so it feels hard to incorporate all aspects of picower and muhammad's framework

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we have a limited time to teach a lesson, so it feels hard to incorporate all aspects of picower and muhammad's framework

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Hard to include the complete framework in all the lessons. 

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Hard to include the complete framework in all the lessons. 

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As someone mentioned above, is hard to include the complete framework, specially critically or intellect for really young grades when teaching a subject that not necessarily provide options for it (phonics, math).

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I feel that the ideas surrounding the matrix help us think of this aspect , within our students identity and self expression .

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I feel that the ideas surrounding the matrix help us think of this aspect , within our students identity and self expression .

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Take the time to select read-aloud books that are in alignment with the Picower/Muhammad Frameworks

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Read aloud are a great place to incorporate issues of identity, criticality, social justice and social action into the classroom.

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I feel that it is do able BUT for each grade level especially lower..I don't think we can go pass certain elements.

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I feel that it is do able BUT for each grade level especially lower..I don't think we can go pass certain elements.

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Do implicit things that disrupt traditional power dynamics and help students build a positive view of themselves count. EX: Students sharing work instead of teacher talking and showing all the time.

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These frameworks all align by having us take social action in the classroom.

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Sometimes, I forget about the overlap between the framework and ableism.  We need to be intentional in including issues of ableism in our framework.