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What process/suggestions do you have for consenting students? what data are we missing?
Would Community members be interested in doing a variation of noticing interviews over the year both to understand noticing more deeply, but also to contribute to the framework (e.g. what are we missing).

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Start to hone in one some patterns (eventual framework)

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This is the halfway point for the SI, should we do some form of check in about our progress, If so, what might that look like?

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Quick overview of PAR, research methods (what we can do with students)
Pose our research question we are trying to answer as a group: e. g. Which practices/philosophies undergird noticing for equity? (and allow for amendments)

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Here something about feeling in our bodies and teaching, or self-reflexivity (another concept we want to think through as a group.

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In your experience thus far, what do you hope to get out of this project? what do you hope to contribute? What are we missing?

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Overview of Project so far: (maybe show some examples)

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Overview of Project so far: (maybe show some examples)

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What is a video observation?
What is a noticing interview?
What are video clubs?

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How does space and place tie to equity? mathematics? students?

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E.g We can do an afternoon of activities that involve different sense and engage context. E.g. listening walk and connect it to classrooms
e.g. Share equity drawings from baseline interviews
e.g.

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Point of consideration is that the beginning of the frameworks might be shared across sites to see how they overlap and differ, with an eye toward what is missing.

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Beginning of framework

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What is positioning? how does it connect power?

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How many students are we inviting and for how many days?

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What is the intent of this activity? and from there how do we want to organize is (which day, how many days) How do we want to organize it?

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Getting to know our communities: Can we think of an activity where we leverage CM or Teachers to think about the changes, growth, histories of Anaheim and Denver in ways perhaps to situate inequities or everyday life of the students were are working with might be working with.

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What can we do to set up norms and introductions to help navigate the tension of making sure that interlocutors are not elevated by teacher, researcher or community member?

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Partner dance and partner story telling (from teatro)

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Activities to help us start to identify data patterns (e.g. sticky notes, coding)

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Each ice breaker can bring in elements of topics we are thinking about: e.g positionally, inequities, mappings. e.g. colorblindness guess who

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Alternatively: we can ask teachers and community members to volunteer to lead an icebreaker each morning and after each break.

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parking passes - do they need to be mailed before hand?

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As a research team we have started to see some patterns across classes. We are showing you some examples of data, to see if you see any patterns or perhaps different patterns.

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Review: what is noticing generally (with attention to how do we introduce community members to this notion) and discussion of how do we build on this to noticing for equity?

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What might this look like that involves both community building, a sense of collaboration, and creates expectation that we will "live with tensions, while nurturing each other"?

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Do we want to send any readings to everyone before hand? If so, which ones? are there other forms of media (video, blogs) that have similar information?

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Do we want to send any readings to everyone before hand? If so, which ones? are there other forms of media (video, blogs) that have similar information?

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Everyone bring in an artifacts that describes them. Share out as a way to learn names.