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I understand the theory, purpose, and necessity for identity in instruction. In ELA I feel like I have already tapped into some of the aspects Gholdy speaks about in this chapter but wonder what application would look like in STEM. How do you incorporate identity in way that is meaningful and not shallow?

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" ....before educators begin to teach students to know themselves and others, teachers must first do their own self-work." If we are not self-aware, reflective practitioners we can not engage in this work authentically.

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The use of the phrase "my students" is not simply to signify students belonging to teachers but also that teachers belong to students. The intent of the phrase could also signify that the relationship is reciprocal.

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" If a Black boy explained that he's not a reader.....I would tell him that he came from generations of readers and thinkers and that reading is in his blood.".... I recently asked my class if they considered themselves strong readers...only 3 of the 25 students raised their hands. I didn't correct the others. We engaged in deficit thinking together and I lead them there with nothing to counter this thought. I didn't/don't have the knowledge to explain the history of literary societies or the nuances of literary brilliance. I need to learn more so I begin to cultivate genius.

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"For one, I have never met an unmotivated child in years working with you.  I have, however, "met" unmotivating curriculum and instruction."  This quote forces me to think deeply about our unmotivated students.  When in the child's education did he/she become unmotivated?  What was his/her breaking point where he/she no longer felt vested in the education process?  And, how has HS educators can we break that cycle?

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"The question calls for teachers to think creatively about their design for teaching and learning.  Rather than thinking of themselves solely as teachers, they need to think of themselves as designers of curriculum and instruction...." "How does it connect to students' lives and how it can be an opportunity to advance their knowledge and self or others?"  Tap into the creative energy- reminds me of being a 2nd year teacher!  Current event as well- leveraging that in all content areas. 

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"The question calls for teachers to think creatively about their design for teaching and learning.  Rather than thinking of themselves solely as teachers, they need to think of themselves as designers of curriculum and instruction...." "How does it connect to students' lives and how it can be an opportunity to advance their knowledge and self or others?"  Tap into the creative energy- reminds me of being a 2nd year teacher!  Current event as well- leveraging that in all content areas. 

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Page 74.... "Oftentimes, the first day of school can be brutal for culturally diverse children with names that don't fit in the mainstream culture... The teacher would then move to making sounds that showed her discomfort with trying to pronounce my name." I chose this quote because how do we change this? The discomfort is two-fold. I can recall being in the teacher's shoes and the guilt was uncomfortably painful. As school communities we can do the pre-work to reach out to families and ensure we do not make the 1st day an experience such as so.

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Page 67..... Youth need opportunities in school to explore multiple faces of selfhood, but all to learn about the identities of others who may differ. The idea that identity is fluid, multilayered, and relational, and is also shaped the social and cultural environment as well as by literacy practices. How we we embrace the multiple stages of identity? Specifically, how identity has involved since COVID. How have we changed? Do we recognize and value that in a positive way?

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"This child needed more than grades or skills. She also needed to feel confident in knowing self.... Our goal is not just to help students become better test takers or academic achievers, but also for them to gain the confidence to use learning as a personal and sociopolitical tool to thrive in the world and to help them know themselves." pg. 68

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"...I first hear things like, 'my students don't like to read or write; my students can't read; my students aren't invested in their learning; my students' test scores are low; my student aren't motivated." pg. 65

How do we continue to push to change the mindset of teachers believe this about their students?

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"I also recently had teachers tell me that after they got tenure, they had the choice to go back to teaching in very rote, unresponsive ways because they had more job security... Black educators and others who see children of color as their own people, they don't see "going back" to mediocrity as a choice, because it will be a failure for our people."

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1. How can we inspire and cultivate imagination throughout lesson plans? (pp. 19)

2. Consider multiple viewpoints to gain a deeper understanding of the time period (time period is referenced on each slide) to also gain a deeper understanding of self as we explore different political ideologies and debates throughout history and connections to the present (i.e. Texas Heartbeat Law). Deeper understanding of the laws -- questioning the validity of readings, laws, claims--mine, theirs and classmates (pp. 48).

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Incorporating the 5 pillars into a lesson plan. Considering identity, a unit 1 introductory assessment (pp. 80 lesson ideas broken down into subject areas) was a periodization assignment where students had to place their lives into periods (themes) in order to connect with and deeply understand the purpose of themes in history and at certain points in time: turning points in history.

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We should add this question: "How will my instruction help students to learn something about themselves and/or about others?" (p. 70) to our UBD/Lesson Plan look fors. In my upcoming unit I will add one of the identity activities to lead into the work we'll be doing in PBL.

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We must re-frame these traditional questions: What did the students do? -> What was done to the student? Why is the student struggling? -> Why are the curricula, systems, and institutions struggling? What are the results of the state achievement test? -> What other outcomes can I measure that are just as meaningful? Why can't a student read? -> Where should I start students' stories and histories? (p. 77) Shifting our mindset puts ownership on ME and the larger system.

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I love the response: "I have, however, 'met' unmotivating curriculum and instruction" (p. 65). How do I help teachers to see that we are responsible for motivating our students?

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"...Students' interest & engagement in learning increase when educators use pedagogies connected to their experiences" (pp. 45).
Making connections throughout to increase the level of engagement in our students.

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How can we incorporate this with Regents Examinations and content vocabulary?

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"I also recently had teachers tell me that after they got tenure, they had the choice to go back to teaching in very rote, unresponsive ways ...."

Not agreed. Many experienced teachers actually do the opposite.

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How can we at AoIT explore topics across content areas? p.79 that has the "blueprint" example.

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"If teachers have Black and Brown students in their classrooms, it is a necessity to study the histories and scholarship of their students' people." p. 77

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"my students" and why teachers felt the students in their classrooms somehow belonged to them when they talk about them in such disparaging comments." p. 65

I am wondering why this is problematic, because I say this because I look at most of "my students" (ha! there it is again) as my own children or children that I genuinely care about and want to see them do well.

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"How will my instruction help students to learn something about themselves and/or about others?" p. 70

How can I create curriculum that's inclusive of students' identities and cultures?

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On pg 68, the author talks about a young lady and the "deep connection" between identity and learning. She explained to a researcher that despite the young lady excelling in her grades, she needed to see herself in her learning to feel confident. Her being academically successful does not solely define success. This makes me think about our kids that do really well here in AOIT who then go off to colleges where they don't really feel represented and then fail. I think we always question why this happens and chalk it up to the child lacking skills (deficits) and don't really consider identity.