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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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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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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

Reflections

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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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Uv Phi title 3 in Kansas but helps everybdoyd

Hosh guidote 8th grade social studies at a coffee house
Melissa Antolov high school transitioning to elementary library, has done ESL and special education
Kristin Donley stem director boulder valley high school sci/math, college level.. last 3 years concentrating on how district structures create equity issues ... change at tier 1 to create more students getting into STEM.

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Will team building be something we can still use?

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Will team building be something we can still use?

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Will we have time for team building with social distancing still be possible to help with learning variability.

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Will we be able to use those materials to help us with learning variability? Many things are still on hold.

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Take a poll to see if the lesson is boring and change it up

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Using digital getting to know you and virtual lockers. Google slides and virtual lockers for students share their individuality.

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What would your song be and create an album or what would your class "walk-in" song.

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training teachers to make math more collaborative than individual ... instead of lecture adn homework... it's not equitable.   WOrksheets aren't equitable.  (Kristin)
Kids learn there's more than one way to solve a problem; critical thinking
Sue:  structures like worksheets can let inequities fester.
Kristin:   you shouldn't have to qualify for some special program to do robotics, coding, etc.  INFUSE "special" through the day
Melissa:  differentiation for sped and ELL:  Using same tools in honors classes is effective there, too!!!
E.G. Graphic organizers!!!  First gave it just to sped... then gave it to everybody and it helped them.

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Pick five things about yourself and share them with the class, so we get to know you and build community. Allows students to share their uniqueness.

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Example of Portfolio students can create in my 7th and 8th grade classes

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Example of Portfolio students can create in my 7th and 8th grade classes

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Videos or electronic or on paper and pencil.   Video was only for the teacher.    Reading surveys and digital reading resources Pernille Ripp, founded the global read aloud.

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Here are some Pear Decks Put together for engagement

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Discovered during e-learning children were required to be on the screen for too much time.

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Homepage - Math Equity Toolkit (equitablemath.org)
Great resource from Zaretta Hammond and can be used in other content areas.

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Resources and guidance to support Black, LatinX, and Multilingual students to thrive in grades 6-8 A Pathway to Equitable Math Instruction is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards.

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Portrait of a Graduate or IB learning Profile

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Portrait of a Graduate or IB learning Profile

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Starting with kindergartners students learn characteristics and there are different qualities about themselves. There are tasks for each year, and by the time the person graduates they have taken responsibility for the learning variability.

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hyperdocs website - perfect for blended model empowered learning

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hyperdocs website - perfect for blended model empowered learning

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Resources organized by Agnieszka (Aggie) Salter - thank you to all the educators for their contribution! Please email aggiesalter@gmail.com if you would like to share your Hyper-doc! Together we are better!

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https://sites.google.com/d/1NxU0IibuAXZ0vDG0J5PuaaNmp6WcViOo/p/1gAZATlKkGtp2sdjF9NgixBpvwM9Ifi9d/edit

https://www.discoveryeducation.com/

https://scetv.pbslearningmedia.org/

https://scetv.pbslearningmedia.org/

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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Culturally Responsive Teaching & The Brain Paperback by Zaretta Hammond

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Culturally Responsive Teaching & The Brain Paperback by Zaretta Hammond

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Culturally Responsive Teaching & The Brain Paperback by Zaretta Hammond [Zaretta M] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching & The Brain Paperback by Zaretta Hammond

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Here is an example of a shared Google Slide project 

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Here is an example of a shared Google Slide project 

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How does community effected by the stakeholders

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How does community effected by the stakeholders

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Do stake holders feelings about coming back make a difference about how we build community?

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Messages and notes that you can use!

We are here because:

Nationally Board Certified Teacher joined our breakout as a parent to get a different view!

Each child is an individual and should be viewed as an individual and not collectively or with the same yardstick.

How does Individual Variability intersect with equity in the classroom?
Explain why we do what we do with our children…..chasing around the room…..removing from the classroom.
Why? Oftentimes our children don’t understand the “why” and they need to be included in the reason other than “because I said so.” The are perceptive but it is their reality and may not be what is actually happening.

Resources that you can use:https://lvp.digitalpromiseglobal.org/
https://www.dazzlingdiscoveries.com/

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Matt:
Hello SEL education community, my name is Matt Pearsall. I am the community manager here in the SEL and education community and I am really excited to be able to share with you today at the beginning the inauguration of our of our new speaker series when we start- we're having a regular series of community members and other people coming in and talking to us giving brief talks around various different topics on social emotional learning and I am not only excited to be kicking off this event but also really excited to be able to kick off at this event featuring somebody who had a chance to meet here before A long time SEL champion in the SEL education community, Lynn Thomas. And so we're gonna be talking about supporting learner variability and without further ado I wanto kind of introduce you all to Lynn Lynn can you tell everybody a little bit about yourself before we jump in?

Lynn:
Hi I'm Lynn Thomas I'd love to Matt. I'm really happy to be here. Really excited about speaking to everybody I'm an ed secondary school english teacher from dunville ontario and I'm also an HP Teaching Fellow and I really advocate for mental health support and mental wellness and social emotional learning. I'm really excited to be here today.

Great! And so this topic of supporting learner variability one of the things on it that I really appreciated when I heard that you wanted to talk about this was that this is something that we all, we, every educator deals with every single day and so kind of hearing how you this connection you found in a little bit you were telling me about it before we started got me really excited. So can you tell us a little bit more about about this this this tool that you've been using and and why it's so exciting?

Well yes definitely. I'm really excited to share it with you so um it's a tool that was introduced to me through being an HP Teaching Fellow and it's something that has been created by Digital Promise who are a non-profit organization who research and try and fill the digital learning gap. And the wonderful thing about it is like learner variability as we all know our kids come to school with all kinds of stuff in their backpack and everybody learns different and we try to adjust and do everything in our programs to try and support all those students and that's a real feat how do you do it for you know 30 odd kids in a room and that kind of thing and a lot of times it can be overwhelming when we try and think about well but how do I account for trauma? How do I account for social emotional learning? how do I account for any cognitive issues? How do I account for background knowledge? You know English language learner, there's so many things that it can feel overwhelming.

And how do you put all that together so the really cool thing about it - and it's called the Learner Variability Navigator - is that it does put all those things together and I love the fact that a lot of times we often think about when we want to do a social emotional learning activity it's very explicit and what I love about this is it offers strategies that are based on research to support any of the different variables or factors that affect learning. And it gives you teaching strategies and methodologies that support those things so you can build it as a thread throughout your program, like every single day and every single lesson without feeling like you're adding more. You know it's switching to how you teach something as opposed to teaching one more thing. And I think that sometimes can really you know it's it's a hard thing to figure out how to do. And you know what are those things it supports so well.

Matt: I think we got you got muted there Lynn there we go you're back

Lynn: okay so I'm having trouble picking which screen I want. That's the one. I got it. Okay sharing. Okay is it right can you see the Learner Variability Navigator? Yep okay.

So this is the Digital Promise's Learner Variability Project. As I said, Digital Promise is an independent nonprofit and their mission is to accelerate innovation and improve opportunities for learning. So basically, what they've done is they've taken research and put it at our fingertips. This is open source and free for all educators. So, you can see as we move down through their research, they've defined basically four pillars that are the main areas that they look at.

So you know here we have social emotional learning, and but we also have content cognition and student background. And then what they did is created looked at those pillars and looked at them in these different models. So they've broken it down basically into kind of numeracy and literacy, which basically they can hit on every single subject. Right, so for ease and because it's the one I'm most familiar with. So you know we'll have a look at the grade 7-12 model and explore the factors. So the first time I saw this, I was blown away by this part so here you can see the four pillars divided in the columns and you can see the factors that they discovered affected learning the most what's really marvelous is when I hover over any one of these factors you can see how some fade out and highlight and it shows automatically right there visually how they're interconnected. And I thought that was just brilliant because sometimes we would forget like you know I wouldn't have thought reading fluency would be affected that much by social emotional learning right and it really emphasized the importance of integrating everything together to support the whole child. And you know you can see like hearing is a factor you know it. I thought it was marvelous, but it gets better.

So on any one of these I can click on and it will take me to a summary page. And then basically outlines what the factor is here it can go it goes into a little more deeper explanation about those connections you know critical literacy so it talks about why is emotion why does critical literacy get affected by emotion you know why does competition get affected so those it really helps. It's, it's like the best teacher PDA out there, I think also.

And again explains all the main ideas so in emotion and if you continue down the page it gives you lots of opportunities to learn more. And I like this - the view measures and references. And it's a little different on for each of the factors, but what's wonderful is one you could dig into the references if you wanted to, but it also gives you measures. So sometimes, these are specific sorts of assessments that you could use in the classroom sometimes they're more specialized where it might be your school psychologist or something like that would deliver and interpret these sorts of assessments but there's a lot of them that the classroom teacher could utilize to then give themselves a better base of understanding so then if we go back and as I said sometimes there's a couple of different measures in there and and then you can see it goes into what are the strategies for this factor and before we get into there I will go back up to the top and you'll notice here we have strategies. So I'll show you that and again here we can see all the different areas down the left hand side and on the right hand side we see all the various strategies again that have been extensively researched and you can see just by the color coding what ones support each of the different factors and for example we can look at annotating. And again like before when I click on annotating I'm taken to a summary page that gives me an overview of what is this strategy and what is it like. But it's really awesome because it then gives me a perfect like a lovely example of it in action in a classroom. It also on the right hand side gives me an example of a technology tool that does a really good job in supporting this specific factor, so you know if you want to need to want to etcetera integrate technology you can find out what ones are really good at supporting that factor.

And as before you there's a ton of examples so you can really learn how are people using this strategy in their classroom and find something that really works for you and learn about it better and even dig into more research if you want to go down rabbit hole, which I have you know so and you can really find out different strategies and what they look like and how successful they can be and work in the classroom.

And finally up here in explorers what's really cool is you can create your own workspace and I'm just gonna show you directly the workspace that I created and what it does. Basically, it's you can go and select five or six factors that maybe you want to focus in on. You know, your class needs etc and that's what I did with this where I was given a new course to start this year our whole board is shifting our grade english courses to indigenous literature and so looking at that coming into coming back to school this year obviously I had a lot of things that I had to think about so I selected specific factors that I thought were going to be really important. So background knowledge because it's kind of lacking critical literacy always important in the english classroom but I also looked at given the emotions and adverse experiences and it's great because this workspace you can give annotation notes so you know I thought okay there's a lot of things that might be triggering just because of the subject matter this year emotions are probably going to be a big factor because of coming out of you know isolation etc and you can share the workspace so you could collaborate with colleagues wow you can just share it straight as a view viewing piece and the strategies that it came up with now it gives me a really great panorama I guess strategies that I can use and build on in my classroom so I know I'm supporting those different factors throughout what I'm teaching, no matter what the content material is.

This is really cool. This is, it's amazing yeah - the depth and breadth has just been phenomenal and the learning possibilities like as a teacher to see how those things are connected and learn the strategies that can support so many different things at the same time is just phenomenal. Yeah I think I mean one of the most powerful things I think from this is I hear a lot, I hear people saying "Well how do we move social motion learning into the classroom?" and I think there's a lot of real there's a lot of high level ways that we talk about that a lot but this really makes it very concrete it's like here's this teaching strategy that that probably most educators will recognize They'll say "oh I already do that, yeah like a gallery walk." How many of us do gallery walks all the time? Well now it's like, "Oh look at that, it supports emotion and it supports motivation. Wow, I wouldn't have thought that." Yeah right - or a guided inquiry. Like, "oh it didn't occur to me that that could be a social emotional learning tool."

Lynn: Yeah and and when when when when we kind of are aware of that then we can be a lot more intentional about how we're approaching it and saying that I'm not just doing this as an academic exercise I'm doing it as a social emotional learning exercise at the same time.

Yeah. Yeah, and I thought it was really cool you know obviously we still need those explicit times where you know maybe we're looking at the vocabulary and the social emotional word wheel or you know and that check-in and that kind of thing but to then carry it throughout the day in the various ways that you teach I think is just phenomenal. Yeah, wow. I really appreciate you you sharing this with us. I think I'd like to ask just one one question here at the end before we before we wrap up and say that that for people approaching this for the first time, what's the what's the where should they start? What's the what's the what's the first place they should go to, you know, What I - just again - it's pretty straightforward how they have it set up is just go to the Learner Variability Project, and I believe you put that n the chat for people to grab and I also gave you a link to a slideshow. Oh yeah let me put that I I made surrounding the learner Navigator Yeah sorry the Learner Variability Navigator and there's a ton of links in there and one specific link at the end resources is basically kind of a one-pager of how to get started and how to create your own workspace. And it's like a one-pager and there's a ton more examples of workspaces that are really really helpful to see how people have utilized it like one teacher used it and sent the link home of her workspace because it explained to the parents all the different strategies and factors

That is a really cool yeah really neat idea because I feel like that's that's something that that's often a real that's a it's a gap in communication between families and educators about about why are we doing things what are the what are the reasons what are the reasons that we do this why does education look different than it used to that sort of those sort of conversations though yeah exactly exactly. So you know there's a wide array of ways that you can use it you know for for your own learning to improve your own practice but also to reach out and make connections with your parents and community

Matt: Well thank you so much for sharing this Lynn, I know the thing I'm going to dig into in this as soon as we get off of here is I'm going to go look at the assessment tools that are laid out in there because that is something that I come that comes up all the time about what are some different ways that we can assess things that are that are they can be done alongside academics. This would be is going to be really useful to a lot of people. That's where I'm headed, yeah for sure.

Lynn: And like I said you could get lost going down the rabbit hole in this Navigator, but it's well worth it.

Matt: Cool! Well again Lynn, thank you so much. I really appreciate you joining us, and for those of you watching at home, I just wanna remind everyone that this is the this is the first of our of our social emotional learning kind of speaker series we're having in the SEL and education community you can continue the conversation right here you see the link to our group. We'd love to see you there. We'll be doing more of these. We've got another one coming up a week from from today with JV Johnson talking about emotional motion management. So, without further ado thank you very much, and we will see you all next week take care everybody. Thank you, Lynn.

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Learner Variability Navigator | Learner Variability Project

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Matt: Hello SEL education community, my name is Matt Pearsall.

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https://www.texaspsp.org/

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Home | Dazzling Discoveries

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Dazzling Discoveries is a STEM Education Center for teens and kids. Shop activities for at home hands-on learning. Featuring virtual classes, camps and project based activities for remote learning.

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Hands on paper based activity packets for kids, teens and adults. Build your own marble run, house, toys and games. Perfect for distance learning lessons, virtual bring your child to work day, online camp activities and distance staff training. Downloadable packets are open-ended and creative

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The Make: Education Forum aims to transform education by focusing on the needs and interests of educators and their students by developing new technical skills and encouraging the process of creative problem-solving. In this two-day virtual event, get ready to explore maker topics, share ideas, exchange tips and tricks and learn from one another.

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Our websites use cookies to improve your browsing experience. Some of these are essential for the basic functionalities of our websites. In addition, we use third-party cookies to help us analyze and understand usage. These will be stored in your browser only with your consent and you have the option to opt-out. Your choice here will be recorded for all Make.co Websites.

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The Make: Education Forum aims to transform education by focusing on the needs and interests of educators and their students by developing new technical skills and encouraging the process of creative problem-solving. In this two-day virtual event, get ready to explore maker topics, share ideas, exchange tips and tricks and learn from one another.

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UV Phi:    after the teaching, e.g. volume and area:   draw things, make concrete examples... pouring water in for volume ... instead of just in a book, lecture....
Shana models a lot w/ 3rd graders --
Joshua does 1:1 conferences to *connect* with who they are...
Shana does guided reading, writing, anchor charts, mini-lessons. Graphic organizers -- mini version of anchor chart with blank spaces.  THey fill it in.... then do knowledge checks... to make sure they get it.
UV Phi:  students make their own books about the knowledge to study from in native language. Show key words in English...
Kristin shared https://equitablemath.org from Zaretta Hammond
Joshua:   mentioned Maslow and Gardner, multiplie intelligences.
Melissa:   pointing instead of speaking is a really good accommodation :)   good confidence builders.   "Higher order thinking" -- more complicated... we save them for "higher" level.   Talking to each other, group work....
Kristin says:   we need to *apply* it.  Apply Geometry to other things, why it's important.   Students can check for facts, easily.   We need to transition to figure out what kids need to be successful in the future.
Uv Phi works w/ a teacher who uses music to get students interested in an activity, so studying angles... he made parallels and transversals... kids had to jump the pattern :) Practice using language applications to real life. (Making it real).
Invited student who make cabinets to come back and tell students how geometry applied.

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I would love to hook up https://twitter.com/kidsnetsoftFrom Me to Everyone:  12:30 PM@mkrenzer20From Anni Kumar(She/Her)* to Everyone:  12:31 PM@rajeshanniFrom Colleen Sologub-Sobering to Everyone:  12:31 PM@MsSoberingFrom Dean Wilhite to Everyone:  12:31 PMdeanwilhite@hotmail.com

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I would love to hook up https://twitter.com/kidsnetsoftFrom Me to Everyone:  12:30 PM@mkrenzer20From Anni Kumar(She/Her)* to Everyone:  12:31 PM@rajeshanniFrom Colleen Sologub-Sobering to Everyone:  12:31 PM@MsSoberingFrom Dean Wilhite to Everyone:  12:31 PMdeanwilhite@hotmail.com

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PBIS- Positive Behavior Interventions and Support

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PBIS- Positive Behavior Interventions and Support

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We can not expected that students know the behaviors we want to them to use. We need to show them what is expected inside every area of the school. In classrooms, auditorium, cafeteria, bus, classroom.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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Shana:   for a student to fully grasp a concept... we can teach all day long, if they can't relate, it's not goign to store.  Always use their interests to make a connection. Text-text, text-self, text-world ...
melissa:  start w/ student, not curriculum.... take the student to the concept.
Sue:   moving can make a difference -- learning perimeter by walking around a room.
Shana -- 10 design qualities... "capture kids hearts" with affirmations, *immediate* feedback, and LOTS OF CHOICE and variety.

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How will the Vaccine effect the classroom environment?

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How will the Vaccine effect the classroom environment?

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How will the divides on the beliefs on the vaccine contribute to the divides that students make from each other? The vaccine is a new factor that can cause students to divide themselves. Will it cause building a community more difficult?

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Related to the EdCamp question "In what ways are you creating diverse, equitable, and inclusive opportunities related to this topic?"...

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Related to the EdCamp question "In what ways are you creating diverse, equitable, and inclusive opportunities related to this topic?"...

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We talked about the vaccinated vs. unvaccinated experience and how in Canada, clinical trials are allowing 12-17 year olds to be vaccinated, which can create some divisions potentially as we go back to school. We discussed this as well.

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Let students know you are there for them

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Just misc...An interesting blog post about teaching to the black box

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Just misc...An interesting blog post about teaching to the black box

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https://www.nbpts.org/the-silver-lining-of-the-black-box/

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I teach to Black Boxes.

At the beginning of the school year teaching, psychology to high school seniors on Zoom was intimidating and confusing. Black boxes with names like "Saucy" and "Nugget" didn't match my roster and with no visual cues, I couldn't tell the difference between Kiana and Kiara. But I did understand protecting their privacy. A camera in your home is invasive. Some Boston students are homeless or live in crowded situations, and sometimes a teenager is just a teenager - self-conscious and easily embarrassed.

Yet, while these black boxes persisted, a few months into the year something extraordinary began to happen: I learned the sound of their voices. Subtle tones and pronunciations began to pair with names. Sometimes it wasn't just the sound, but what a student said that cued me. For instance, when I heard, "This is stupid," I knew it was Destiny. When I heard, "Good class, Miss," I knew it was Manny.

I'm reminded of a TV show from my childhood called, "The Dating Game." Behind a screen, anonymous bachelors were questioned by a bachelorette. The point of the game was to have her choose her date without seeing the person or knowing anything about him. She was left with a voice and responses to bizarre questions. I recently rewatched an old episode from 1968 with Steve Martin (before he was famous). The bachelorette asked, "If you had to be trapped in a store all night long, which store would you pick?" He picked Goodwill, and she picked him. Not only did she like his response, she liked the sound of his voice and his humor. It's surprising how much of a person's essence can be revealed in the darkness.

When a student is struggling or behind, we meet one on one over Zoom. The black box remains. Like a confessional, it offers privacy and intimacy. I remember feeling emboldened when I revealed things to a priest because of the simple fact that I couldn't be seen. My students react the same way. At times like these I turn my own camera off and we become black boxes talking to each other, free of physical contrasts, and free of judgment.

Much to my chagrin, I realize that I have judged (or more precisely misjudged) students in the past. Like the girl who saunters in with dyed hair and heavy eyeliner - right away, I like her; she looks like me. Or the boy who shrugs, lips snarling, eyes rolling back in his head, refusing to give me his name - I stereotype him as difficult and combative. The problem is that the second you see - your brain goes, click, click, click - and, beyond your control, your brain begins to label. She's shy. He's mean. Of course, you may be completely wrong, but what you see you believe, and it's so difficult to unsee and realign and change your initial impression. With the black box, the old "first impression" is lost (and good riddance). Without visuals, everyone starts out equal. Same size, same color.

This winter, during a class discussion on colorism, the infamous brown paper bag test came up. As recently as the 1960s, colleges and employers used this racist test to determine a person's worth. A person lighter than the bag would be accepted. If darker, the person would be rejected. In other years this could be a hard discussion, but this year, the black box became a veil of anonymity. Students were free to tell their own stories of rejection, belittlement, persecution, and to listen to the stories of others. While the paper bag test limits a person on the basis of color, a visual, the black box is the opposite. It opens up the universe, making anything possible.

While students are nestled in their black box cocoons, I can't see if someone is sleeping. I can't see if they're on their phones watching TikTok, posting on Instagram, or checking notifications. Distractions and confrontations are minimalized. I show my Google slide presentation assuming they are all mesmerized and attentive. Every so often I check in with them, "Hello. Are you still there?" I might receive a grunt, "I'm here," or a few yellow thumbs-up will appear in their boxes. It's all very civilized. And in a strange way, I feel closer to them than I have to students in the past.

At the end of each class, Manny typically pipes up with, "Good class, Miss."
"Really? Did you learn something?"
"Yah, it was great."
Dashawn and Douglas voice their agreement.

Of course, they might be pulling my leg, but I'm left feeling satisfied. So, for now, I'll take the new normal of black boxes and subtle communication, free of physical judgments and restrictions, and just listen.

You can find the original post on Pangyrus here.

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I teach to Black Boxes. At the beginning of the school year teaching, psychology to high school seniors on Zoom was intimidating and confusing. Black boxes with names like "Saucy" and "Nugget" didn't match my roster and with no visual cues, I couldn't tell the difference between Kiana and Kiara.

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Zaretta Hammond's work...can be used with other content areas

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Resources and guidance to support Black, LatinX, and Multilingual students to thrive in grades 6-8 A Pathway to Equitable Math Instruction is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards.

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News that you can use!!!
Resources on equity and inclusivity:
The works of Dr. Eddie Fergus Acacia- start here, read books, articles (Skin Color and Identity Information)

You must know where your biases are and have the power to tell others where you are without judgement is a great resource to have….

Access to 3D printers and robotics, not just offered just because a child attends a STEM school….