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I am Lucia. I have a GED and I have it posted in my classroom next to my BS In Biology , MA in Science Education and Army Certificate from Chemical School. i let my students know they can do and be whatever you want.

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she is articulate! I feel confident instructors could ask her about prior schooling and get her interests, goals, etc and at least run with that...
but if she were an ELL student who was more reticent or both reticent AND had (as we see them) behavioral challenges. whew! I do NOT know how we would handle that situation in the context of 30+ other students...

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It seems that Lucia may be more comfortable expressing herself in Spanish. I know some Spanish. We can actually help each other. If need be, I would work with an ESL teacher to understand Lucia's concerns and needs.

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The culture/cultures students and facilitators bring to learning must be considered as content is introduced and explored

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I would like to hear what drives her, what she is curious about, what she wants to study and dig deeply in. I would like to co-construct a path with her to open inquiry and creativity but also rigor so she can reach high for her dreams. It is easier said than done, I realize, but if I had the power this is how I would help her discover her passions and help her to see learning can be safe and empowering.

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I don't have much experience teaching ENL students but my first step would be to get to know who SHE is and how she learns best. I would use visualization techniques as well as graphic organizers to help her visualize the scientific concepts.

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I would ask her to explain (preferably in her own language) what her understanding already is of a concept. If language is a barrier, then I would ask her to draw/diagram her thinking. I can only teach her, if I know where she is already and how she views a concept.

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I would place her in cooperative groups that has students with similar cultures and languages for her to feel comfortable interacting with other students.

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I would place her in cooperative groups that has students with similar cultures and languages for her to feel comfortable interacting with other students.

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Alex - This was so heartfelt and connected to my practice. 

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Alex - This was so heartfelt and connected to my practice. 

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I teach students who are 16-21 who have many times lost motivation, and they come to us really needing help. And some times we mesh, but many need to move to a GED program, and our school tries to hold them instead and have them go through things traditionally. Lucia makes me thing maybe that other opportunity is more important.

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This is my second time watching this video. I must have been asleep the first time because the second time woke something (else) up.

Had Lucia's first school been grounded in a pedagogy of care and be intent on connecting her with pathways that are probably AT that school but were not offered to her, Lucia would not feel the way she felt.

Oftentimes, the systems of power will convince those of nondominant groups (and powerless groups) that  "taking the deal" is the best action and there won't be any more trouble.

Why didn't anyone lean in and figure out why Lucia wanted to leave, as opposed to simply lumping Lucia in with the actions of her sister (was her sister bullied also, like Cardi B was because she was pretty)?

A pedagogy of care and the actions of giving a good damn about the students is what is needed.

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This is tricky for me because I have very little experience working with students who are learning English (maybe that's an assumption I am making though ... she might very well speak English). But the sense I got is that she really really wants to learn and have opportunities so I would do my best to collaborate with an ENL teacher to bring the best biology I can. Students who want to learn want to be treated like equals and given real challenges. So we would try that. Also being cognizant of the trauma of being bullied and mistreated at the other school. Focus on mental health as much as on the content - really trying to not separate these!

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To prep my students for a PBL on becoming agents of change for social justice and advocating for a specific marginalized group, I can teach a series of introductory lessons on intersectionality in efforts of students obtaining a wholistic view of who they are as individuals and where they see themselves in the world in which we live. This would be a great foundation to have students understand multiple perspectives through a historical lens and bring it full circle to the modern day.

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Excited to join this group for the first time. This video was a great entry point for me.

To see that issues are multifaceted and if we approach them that way we can enlighten ourselves and become more fair and check our biases was very cool.

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When Ms. Crenshaw says, intersectionality is "a prism for understanding certain kinds of problems" I think about the teachers I work with and how we need to shake up our tendency to make assumptions, run with stereotypes, label students - and instead 'SEE' our students with less judgement and build in time to get to know them, especially how they would like to be known, seen, and understood.

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I can be more purposeful about creating lessons and classroom activities around different intersectionalities amongst my students. For instance, lessons and activities on Women of Color and Men of Color in Science.

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I just received this week a qualitative research book centered on intersectionality, by Dr. Venus Winters. I will be continuing to explore intersectionality to not only hone my curriculum design and teaching practice, but also to develop proficiency in designing research based enactments centered in intersectionality.

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I spent time last summer thinking about how to address biological sex vs. gender in the context of a biology course. But then I had an additional curveball thrown at me that I didn't expect... how to teach genetics in a sensitive way to a student with a serious, genetically-caused disability - and how to involve her in a largely hands-on course without making her feel singled out.

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I'm learning to hear more from teachers I mentor to better understand how they are perceiving the school and their role in it.

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One assignment I have actually assigned this week is looking at the journey of queer scientists in academia and their own personal experiences. In a broader sense, I am reconfiguring my curriculum so each unit next year has an overarching question based on social justice that students will be able to answer at the end of that unit.

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I saw a ted talk about what makes a great teacher. A response that resonates with me is “think like a kid act like an adult.”  I try to consider the complex points of view and experience my students bring to their learning.

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I'm re-thinking how to (and how to counsel/coach others) tell stories and give examples in science. most science teachers tell stories about the ORIGIN/DISCOVERY about a phenomenon, but that won't let you discuss many groups...better to discuss an APPLICATION/USE of the phenomenon. The odds are WAY higher that someone from another group USED this science concept/application in an inspiring way.

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I am rethinking all my lessons in biology to consider how students of different and complex identities would feel about what they are learning - does the content speak to all of us? Are we all seen and valued in this content? I

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Lucia Rondom, Miami Jackson Adult Education Center 

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Lucia Rondom, Miami Jackson Adult Education Center 

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Being cognizant of Lucia’s intersectionalities, what approaches will you employ to teach her a concept?

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Miami Jackson Adult Education Center student talks about the GED program

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Lucia Rondóm, Miami Jackson Adult Education Center student talks about the GED program

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Kimberle Crenshaw: What is Intersectionality?

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Kimberle Crenshaw: What is Intersectionality?

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In session 1, we introduced you to the work of Kimberle Crenshaw (the Mother of Intersectionality) and how it might be a mechanism for more inclusive practices in education.

In the space provided below, can you make a connection on how to apply this to your current work (classroom teacher, leadership, CBO) practices.

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National Association of Independent Schools (NAIS)

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Kimberlé Crenshaw: What is Intersectionality?

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Debbie: my landscape is a traditional independent school.  Trying to become anti- racist and more relevant.  In particular trying to bridge the hidden gap between white students and SOC.

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Debbie Van Ryn; Science 8; Brooklyn ; to hear more voices

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My classrooms right now are all a mix of remote and in person students. Many of the students live within the same upper east side neighborhood of the school and some of their peers come from over an hour away. Some of my classes have racial and ethnic diversity but also sometimes they do not have much.

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My classroom was engaging and hands-on. The skill level of my students ranged from Kindergarten to the 6th grade. My assignments were differentiated.

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I work in a community school; most of my students live in the neighborhood, which is rapidly gentrifying. 

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I work in a community school; most of my students live in the neighborhood, which is rapidly gentrifying. 

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Many of the students in my class are undocumented, and their families have been impacted heavily by the pandemic in many different ways. Usually my students are seated in groups at tables, but we have desks right now, all facing the same way.

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my classroom landscape in a large room with 4-person tables which was never designed to learn science in. it's amenable to small-group discussion and gives us lots of room to move around in.

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Setting: virtual classroom for grades 3rd-5th, teaching Science Discovery and Engineering

1. Landscape: open, student centered, culturally responsive (I show STEM icons at the beginning of each class of people who look like my students). I listen and lean in constantly, so that in case my students say something I can use in the lesson or conversation we are having, I do so. The landscape is rigorous but is inclusive. If you were observing, you would see students engaged in their own learning, working on a project (coding an app, building a rollercoaster) and they are in various stages. I as the facilitator are continuously observing, making comments, and remaining at the ready to support, guide, and tie in what I see to the lesson.

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STEAM/engineering in particular is a new subject for my school, and definitely hooked a number of students in its first few years. We are an international boarding and day school, so we do have a range of students representing their home towns/countries; but those who have been able to/ have been interested in STEAM are a small and specific group. This is our first year offering these classes to 5-8th grade, so we're hoping that we'll see an increase in enrollment and a wider range of talents and backgrounds electing to take these classes in the future.

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My classroom was very personal; absolutely honest, or nothin could happen. The students were by beloved children.

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My classroom was very personal; absolutely honest, or nothin could happen. The students were by beloved children.

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Since I work across many schools, and am no longer in one school, I see a myriad of faces, - the cultural backgrounds I cannot see or actually assume unless I/we build a place for students to connect who they are with what they are learning. Design must be purposeful to get to know our students each year and provide a place for them to share who they are.

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Is a mix of teenage students from all five boroughs, from different religions, races, genders and sexuality. My school is located in Wall Street so there is a dichotomy between our students and the population that often is around there. This year has been a hybrid with the majority of students remaining virtual without cameras on hiding a piece of who they are.

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My landscape will be changing. I have spent the last 14 years teaching at an all-girls' Catholic school, but am moving to a co-ed non-religious private school. My current classrooms are largely white, but with some students of color. I currently have one student with a serious physical disability and spent time adjusting science hands-on activities for her. Some of my past students transitioned to being male after graduating, so I've become more conscious of my language.

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Privilege vs in need
Boarders vs day student
Family make up
Labeled quiet, talkative, etc.

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In my teaching at Lehman the parts of my students that are not considered enough perhaps with intention are their roles as parents and providers. Additionally, the impact of immigration status and language learning.

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In my teaching at Lehman the parts of my students that are not considered enough perhaps with intention are their roles as parents and providers. Additionally, the impact of immigration status and language learning.

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zoom ... Bronx Science so specialized science high school ... many Asian and Asian American students ... from all over the city ... different family income levels and neighborhoods and homes, which I got to see into much more this year ...  many different race, religious, ethnic, and gender identities ... different ways of learning but it's always like, this one student ...

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to explore various strategies that will allow crucial concepts that can be connected to life for what is really is.

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My classroom was always my livingroom. ..everybody invited.

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My classroom was always my livingroom. ..everybody invited.

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Remote & in-person learners
Black and brown students
Dominican, Puerto Rican, Ecuadorian, Ghanaian, American (to name the ones I am aware of)
Mixture of Gen Ed and Special Ed
Mixture of socio-economic backgrounds
More boys than girls
LGBTQ+ community

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Adjunct at Lehman College
Program Director: NYC Writing Project
Bronx
Taught HS Eng in DOE for 10 years
and college advisor
Joined for CRT content and Billy Green

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11th and 12th grade
Bronx
Contemporary US History
Seeking knowledge anywhere I can, in addition to supporting my colleagues.

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9-11th grade
Special Ed
I teach  at The School for Excellence
I’m joining this PD today because I know Gifty and Green always bring a lot of great ideas to the table and I’d like to hear more of them.

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K-8 (D75)
All subjects
Brooklyn
Trying to bring a STEM class to my school next year and make sure that I reach all of my students.

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Grades 10-12
Chemistry
Union City, NJ
Like incorporating the whole student experience.

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2. I teach on multple grade levels in informal STEM learning spaces; I also am a teacher educator at TC's Center for Technology and School Change
3. I teach/co-teach Computer Science classes (virtually)
4. Virtual, but when in person: New York City, Brooklyn, Long Island City
5. I signed up to learn more about ways to reimagine STEM content and STEM curricular strategies

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1. Seth (he.him.his)
2. 9th grade
3. conceptual physics
4. brooklyn
5. I know less than I care to admit about CRT and want to know more!

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she/her
Elementary School
All Academic Subjects
Brooklyn
I am a former engineer who is very interested in teaching STEM.

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(He/him)
9-12
Biology

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4th grade
I teach math, reading, writing, social studies, and science, in both Spanish and English (all subjects)
I teach in Brooklyn
I'm in MfA!
I signed up because I am excited to disrupt and re-imagine STEM content starting in the early years, in elementary school! Students start to limit themselves and censor their dreams before they are ever realized. Teachers have so much influence over our classroom environment, and all of that impacts our students. This is a privilege and deep responsibility. I strive to honor this.

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(she)
All Grade Levels/K-12 Teachers
All Subjects - PD for teachers, mostly working on STEM interdisciplinary unit design
All boroughs + nat'l & int'l
I am always learning - I always need to look for ways to help teachers honor the lived experiences and backgrounds of their students and find ways for content to come alive through inclusive and equitable teaching practices

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Teach 9th, 11th, 12th
Subjects: Env science, climate change, sustainability
Westchester
Discover more opportunities to integrate diversity, equity and inclusion into all courses

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9-12
AP Biology, Cell Biology, Research
Bronx
Staying aware and engaged

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Grades 9-12
AP Biology
Biology Honors
Science Research
outside of the city
I've been actively working to be more inclusive in my teaching and want to learn additional strategies.

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Grades 9-12
Chemistry, Forensics
Manhattan District 2
To re-examine my curriculum and practices within my classroom to create a more inclusive environment

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Grade 10-12
AP Biology, Chemistry, Stem Club Advisor
Brooklyn
I want my lessons to be relevant.

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Good evening! This is my first year teaching STEAM (I'm an arts person myself).
I teach grades 5-8 at The Masters School in Dobbs Ferry, NY - an independent liberal arts' school currently introducing programs in engineering/entrepreneurship.
I signed up for this course because I am new to STEM education, and walked into a department where we recognized many students looked more or less the same. I want to learn how to make our discipline more inviting and fulfilling to students with a range of identities, and allow them to flourish and really be themselves!

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Grades 9-12
Physics, Computer Science, Green Team
Manhattan
This is the work. I attend everything I can with a focus on equity.

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Describe the landscape of your classrooms or the environment in which you work.

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Describe the landscape of your classrooms or the environment in which you work.

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1. Name (and preferred pronouns)
2. Grade Level
3. Subject(s) you teach/lead
4. Borough you teach/lead
5. The reason you signed up for the workshop.