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I would add broadcast messages during break rooms as a reminder of the task. Add more whole group convos/discourse, peer review of planned units

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We worked on social justice topics that corresponded to the students levels

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Sharing out units ideas/how to modify them and getting feedback

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We are hoping for specific questions for each breakout room that may differ. Groups could keep notes, and then share the document with everyone. This way we could have more information and perspectives. Maybe spend time with group members and group teachers together mindfully, (by language, grade level etc.)

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The AP units definitely fit in well with social justice discussions.

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There were lots of examples.

Virtual is good but don’t make a requirement to have cameras on. Can’t be hard some days. What matters is that we are present. We listen to you.

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Student self-assessments worked well! Student surveys with topics of interest.

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Not much maybe some more icebreaker activities

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In lower level classes one definitely needs to use lots of visuals to keep the students engaged in social justice discussions.

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Add a review games instead of giving lectures.

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What worked well this year was that topics that were discussed in the book, was able to modified according to the students' levels and grades.

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Perhaps- if possible- see a recording of a class in action discussing social justice issues.

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Breakout rooms it allowed us to share ideas, and discuss the book with others and listen to others' perspectives.

Additonally, this workshoped allowed us the opportunity to create lessons and give the students the agency to share what they would like to learn about.

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Lessons meaningful and relevant to their lives and age appropriate

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Applicable example for the current situation in our country.

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Have teachers create social justice scenarios and have others solve it. As a whole, come and discuss the different ways to solve the scenario

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Have time during the sessions, especially the last two, to work on and share out ideas for a unit or lesson plan.  

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Have time during the sessions, especially the last two, to work on and share out ideas for a unit or lesson plan.  

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At the NYC RBERN, social justice is embedded in every aspect of our support for educators serving Multilingual Learners (MLLs)/English Language Learners (ELLs). Our work with teachers centers on dismantling systemic barriers, promoting culturally and linguistically sustaining pedagogy, and affirming students’ identities.

We provide professional learning rooted in equity, guiding teachers to:

Analyze and address disproportionality in access to programs like the Seal of Biliteracy and Gifted & Talented.

Design inclusive, rigorous curricula that reflect students’ cultures and languages.

Engage in reflective practice to uncover biases and transform classroom culture.

Build partnerships with families and communities as co-educators.

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Using google forms/surveys to find out what people enjoyed/disliked. Ways to get feedback to ensure the group is maximizing takeaway. Good interaction strategies while on zoom. Quizlet, Quizziz etc to start off the session if necessary.

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The online format was effective because it allowed us to connect and get to know one another. However, we were uncertain about the necessity of the camera rules.

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We really liked the book and enjoyed being able to talk in breakout rooms.  We'd like to see more concrete examples of how to embed theory in the classroom.  

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We really liked the book and enjoyed being able to talk in breakout rooms.  We'd like to see more concrete examples of how to embed theory in the classroom.  

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We wanted to have language-specific groups, but we found it sometimes difficult for the LCTL teachers.

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Everyone found it helpful to be able to compare all of the standards. This was a good starting point for the book study. Consider mailing paper copies with the book for the group. Difficult to manipulate multiple screens etc.

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Perhaps give more concrete ideas for middle school and elementary teachers to use in their classrooms.

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Excellent communicators and the organization made it easy for us to follow.

Something to think about in future book studies on this topic:

Demographics should be taken into consideration. This way, we could participate in focused groups: teachers from middle school working together, the same teachers from high school, and allowing teachers from the same area to work together, etc.

We know this would be a lot of additional work for the presenters, but it could be easier if it is done from the registration. Just food for thought.

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We wouldn't change much. We very much enjoyed talking/discussing with our colleagues.

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I am hoping to create a community of colleagues that will work on this project together. Sharing this work with as many people as possible.

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The examination of the relationships between the Social Justice Standards and the 3Ps of WRS was exceptionally insightful.