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I wonder what barriers I can anticipate in my classes, rather than “waiting for students to fail”?

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I like the analogy of traveling to a different country and needing a lot more support. The same person has vastly different needs, depending on the context/environment.

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I also really liked the analogy. I like that we are the same people (not medically broken); we just have different responses and needs to certain situations.

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How do we move away from the medical model to the social model when all the resources are being poured into the medical model?

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I like the plan of reducing as many barriers for an individual and, as a result, provide an easier environment for that students.

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I wonder after eliminating as many barriers as possible and there are still issues ,then what? In the equitable assessment design, will the system designed be able to encompass all the barriers encountered by teachers.

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I like that she's addressing some of the bigger systems and structures at play that create barriers for our students.

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What if we designed a school for learning? What would it look like? What would be different about the larger design? What if we weren't designing schools for grades or using old models inspired by the industrial era? What schools are doing it well? What models would you point to? Shout out to the Watershed School in Boulder, Colorado.

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IN-Person Learning

Watershed is an innovative, independent school serving grades 6-12 in Boulder, CO. We're fortunate to be able to offer full-time, in-person learning this fall because of our small size and flexible education model.

Watershed engages students in learning that really matters by applying math, science, the arts, humanities and more to real-world challenges. Whether tackling big, heady questions or smaller, personal curiosities, Watershed's interdisciplinary teaching approach gives students purpose and focus.

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Watershed School: Progressive 6-12 Independent School in Boulder, Colorado

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A progressive independent school in Boulder, CO, the Watershed School inspires and educates students to become curious learners, adventurous spirits, and caring, committed global citizens as they engage in work that matters-work that has an impact beyond the walls of the school. Our college-prep cur

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I like the idea of focusing on improving the system instead of trying to "fix" the child. When my son was diagnosed with ADHD (off the charts!!), it was clear that a lot of his focus and behavior issues had as much to do with the structure of school as he did with his ADHD. Breaking these 19th century factory models of education is an ongoing challenge.

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I wonder about the nature of special education. We're a small independent school that just this year hired a Learning Specialist. We changed her title to Learning Coach so the focus would be less on dealing with individual students and more with working to make learning more accessible to all students in every class. I wonder where the line is between these two?

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I very much appreciated the Hong Kong analogy -- seeing all of the teachers and courses in a student's life as a different country with practices, cultures, languages which vary -- very helpful.

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I like the idea of shifting the focus from what’s “wrong” with a student to what’s wrong with the context. Even though I cringe when I hear teachers focusing on deficits, I know I am guilty of this same approach at times. Shelley reminds us that it’s “something in the context around the student that is limiting their success.” As an educator, I try to focus on what I can control, and I can definitely be responsible for the environment and context of my classes. – Kathy

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As I think about the incredible diversity of students in my freshman composition courses at an open access community college, I wonder what Shelley’s “ONE plan for all learners from the start” would look like. How can each student meet the course objectives, demonstrate the required competencies, and learn about reading and writing in a way that supports their career and academic goals too.  - Kathy

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I do believe that reducing the barriers is at the heart of our students' success. and I move immediately to wondering.. where are those barriers, and how can I identify and bring them down. How can I design a system that works and with for my students, that replaces challenge with opportunity?

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The story about traveling brought to life the feeling students must have when they don't feel a part of the class or able to do what other students in the class are doing. It's such an uncomfortable and often scary feeling to not be able to understand what the others are doing around you.

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How I can continue to use backwards planning to anticipate where my students will get stuck. When I anticipate I find my lessons are richer and more meaningful and pertain to the entire class, not just the ones who seem to not need as much assistance or explanations.

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I also like the analogy (Megan White) of thinking of the different classes and teachers as different countries. We can better anticipate possible "barriers" to learning and success. I DO believe that covid/pandemic restrictions has created many unavoidable barriers to the best classroom environment for young children. The kindies are lucky to be "in person," rather than on zoom, but right now, the environment feels "barrier" heavy.

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I wonder to what extent we can modify environments and teaching systems to create student success. Sometimes there ARE "medical" issues that were previously undiagnosed that become evident when students start school, eyesight and hearing issues for example.

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I like the idea of ​​looking at the context. How is it affecting those students? What limits their learning?

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I wonder what specific strategies we can implement to break down those barriers and take a closer look at the context.

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I like how it talks about how if we don't pass the assessment we are broken. This video talks about the individual and how we need to consider each student.

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Students are the same but what changes is the context around them and the barriers surrounding them... we need to anticipate these barriers so they don't fail.  I wonder how I can address these barriers for each student, so they all can be addressed and not be burned out created 15 plus assignments/assessments.

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The point that resonated with me was the idea of starting with the idea of students having a deficit or failure, when we should be anticipating the environment

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I wonder how I can better implement these ideas in my department

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First of all, I really enjoyed the "5 Moore Minute" talk on Removing the Barriers. I liked how Moore related the different barriers to medical and social barriers and the reasons why education needs to shift from a medical approach to 'fixing' students to a more social approach to 'fixing' the system itself. This idea, along with the amazing travel analogy, presented this is a way that was really awe-inspiring and approachable. (Misha)

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As I was watching Moore's video, I was wondering if Moore ever encountered a scenario like this and how it was resolved. A concrete example would be very help to help show how we, as educators, can move from a medical to social approach to removing barriers.