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Shift from teaching towards learning goals, focus less on teaching and more on activities that support learning (page number TBD)

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Shift from teaching towards learning goals, focus less on teaching and more on activities that support learning (page number TBD)

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I really love this perspective, invites us to consider how we facilitate engagement with key concepts OVER teaching - which supports deeper student involvement and learning and promotes more student ownership.

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“I wondered if whiteness were contagious. If it were, then surely I had caught it. I imagined this “condition” affected the way I walked, talked, dressed, danced, and at its most advanced stage, the way I looked at the world and at other people.” (Caucasia, Danzy Senna) 

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“I wondered if whiteness were contagious. If it were, then surely I had caught it. I imagined this “condition” affected the way I walked, talked, dressed, danced, and at its most advanced stage, the way I looked at the world and at other people.” (Caucasia, Danzy Senna) 

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Thinking about how whiteness is a 'catching' default. How can a classroom present as a white space? How can educators negotiate with that inherent association and shift classrooms to being spaces that are reflective of our local communities? (As well as create windows into unrepresented communities?)

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"Advancing criticality pushes youths to cultivate the tools to dismantle deficit ways of the world, protect themselves against wrongdoing, and ultimately transform the world for the better (Ginwright & James,2002). They learn the historical, institutional, and structural elements that shape the world and that explain why forms of oppression exist" (139).

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"Advancing criticality pushes youths to cultivate the tools to dismantle deficit ways of the world, protect themselves against wrongdoing, and ultimately transform the world for the better (Ginwright & James,2002). They learn the historical, institutional, and structural elements that shape the world and that explain why forms of oppression exist" (139).

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Criticality, the big C, is a focal point of Muhammed's framework. To be social justice educators, we must consider critical approaches to literacy and challenge our students to explore marginalized/overlooked perspectives by implementing texts that accomplish this.

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"It's important not to consider hip-hop as a bridge to 'complex texts' or as a tool to get students engaged ... When you do this you are communicating to students that the content is not valuable in and of itself" (Textured Teaching)

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"It's important not to consider hip-hop as a bridge to 'complex texts' or as a tool to get students engaged ... When you do this you are communicating to students that the content is not valuable in and of itself" (Textured Teaching)

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Expand students perception of academic texts. Do not limit academic texts to the "canon" or analytical essays.

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‘if you are not falling down, you are not trying hard enough.’” Perkins is emphatic about this stage of learning: to improve one must “work on the hard parts . . . [since] . . . real improvement depends on deconstructing the game, singling out the hard parts for special attention, practicing them on the side, developing strategies to deal with them better” (45)

I felt like this was really important because burke kind of points out that failing and falling down sometimes really is okay and we all have to do this in order to learn

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To identify someone as South African means very little.. we need the adjective “white”, “black, or “colored”.  In this country it is quite the reverse. American means white. (Morrison, 47)

This quote honestly stood out to me because I have never thought about America in this way- and it's very true.

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The essence of backward design is to be scrupulous in asking this question: Given the desired results and the targeted performances, what kinds of instructional approaches, resources, and experiences are required to achieve these goals? In other words, the essential questions for Stage 3 are these: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? (Wiggins and McTighe, p.192)

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The essence of backward design is to be scrupulous in asking this question: Given the desired results and the targeted performances, what kinds of instructional approaches, resources, and experiences are required to achieve these goals? In other words, the essential questions for Stage 3 are these: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? (Wiggins and McTighe, p.192)

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I think this fundamentally covers much of the idea of UBD and its purposes. Thinking about what we want, and creating a lesson or curriculum based in that specific want.

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"criticality goes beyond dep thinking and intellectualism to also teach youths to understand power, inequality, social justice, and oppression in systems and relationships" (139).

How can we define criticality for students to think beyond the traditional definition they are presented with? What ways can we model this in our classrooms in how we teach and present information, particularly in the context of the texts we engage with?

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“Asking Students to spot this evidence of individual racism within this example is a pretty typical move in teaching A Raisin in the Sun. However, we would argue that it does not substantially stretch students’ racial literacy or fully capture the complexity of this scene. What other key race concepts does this scene envoke? This question pointed us to the concept of institutional racism, which describes instances when institutions - thought laws, citizenship, education, and so on - have standard operating procedures that marginalize members of one or more races, while privileging members of the dominant race.” (Designing Racial Literacy p. 28)

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“Asking Students to spot this evidence of individual racism within this example is a pretty typical move in teaching A Raisin in the Sun. However, we would argue that it does not substantially stretch students’ racial literacy or fully capture the complexity of this scene. What other key race concepts does this scene envoke? This question pointed us to the concept of institutional racism, which describes instances when institutions - thought laws, citizenship, education, and so on - have standard operating procedures that marginalize members of one or more races, while privileging members of the dominant race.” (Designing Racial Literacy p. 28)

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Essential questions need to relate back to our communities and have a larger impact on students understanding of race, economics sexuality and other ways intersectionality has affected marginalized groups of people. We need to push our students to expand their ways of knowing and learning.

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“The best questions point to and highlight the big ideas. They serve as doorways through which learners explore the key concepts, themes, theories, issues, and problems that reside within the content, perhaps as yet unseen: it is through the process of actively “interrogating” the content through provocative questions that students deepen their understanding. For instance, the question “How are stories from different places and times about me?” can lead students to the big ideas that great literature explores universal themes of the human condition and helps us gain insight into our own experiences.” (Wiggins & Mctighe, 2005, p. 106)

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“The best questions point to and highlight the big ideas. They serve as doorways through which learners explore the key concepts, themes, theories, issues, and problems that reside within the content, perhaps as yet unseen: it is through the process of actively “interrogating” the content through provocative questions that students deepen their understanding. For instance, the question “How are stories from different places and times about me?” can lead students to the big ideas that great literature explores universal themes of the human condition and helps us gain insight into our own experiences.” (Wiggins & Mctighe, 2005, p. 106)

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Opening students up to visualizing the big picture is important because it gives students a new technique with which to enrich themselves, even when they aren't in the classroom.

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"For students, seeing the same idea across different forms and genres can be quite helpful to open different pathways toward deep, critical analysis" (Textured Teaching, p 76)

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"For students, seeing the same idea across different forms and genres can be quite helpful to open different pathways toward deep, critical analysis" (Textured Teaching, p 76)

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Thinking about the need for accessibility to texts and deeper understanding. Often, accessibility is forged through connection to students' personal experiences and identities -- how can we differentiate lessons to accomodate for diverse student backgrounds and identities?

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"the work must be purposeful from the student's point of view in order to properly focus attention and provide direction. Regardless of how abstract the key ideas are, the design must transform those goals into intelligible, practical tasks and criteria that the student can grasp as soon as possible" (199)

I think this really emphasizes the importance of making sure students are aware of the goals and purpose of what they are doing. It ties into their level of motivation and engagement for the students. The question is, knowing this, how do we effectively implement this?

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“By framing the discussion as potential ‘overanalysis,’ rather than a straightforward analysis of what is visible in the image, Ms. Kinney delegitimize the critical race analysis from the get-go.” (Borsheim-Black & Sarigianides, 2019, p. 17)

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“By framing the discussion as potential ‘overanalysis,’ rather than a straightforward analysis of what is visible in the image, Ms. Kinney delegitimize the critical race analysis from the get-go.” (Borsheim-Black & Sarigianides, 2019, p. 17)

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Here, the importance of knowing how to learn is demonstrated - Without the ability to consider "how" or "why" behind a potential response to a text, students focus on their existing understanding of the world rather than on the expansion of their knowledge or perspectives

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“challenging teachers to think about what is appropriate given the unique intersection that their classroom provides for their many and varied students; their beliefs about teaching and learning; the materials available for them to use; and the public, professional, and policy contexts in which they teach” (Burke 43)

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The WHERETO Elements of Instructional Planning

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The WHERETO Elements of Instructional Planning

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Essential

“WHERETO elements in instructional planning”

W—Ensure that students understand WHERE the unit is headed, and WHY.

H—HOOK students in the beginning and HOLD their attention throughout.

E—EQUIP students with necessary experiences, tools, knowledge, and

know-how to meet performance goals.

R—Provide students with numerous opportunities to RETHINK big ideas,

REFLECT on progress, and REVISE their work.

E—Build in opportunities for students to EVALUATE progress and self-

assess.

T—Be TAILORED to reflect individual talents, interests, styles, and needs.

O—Be ORGANIZED to optimize deep understanding as opposed to superficial coverage" (197-198).

These elements work to measure students' prior knowledge, what their personal intersectional identities bring to the conversation, and what learning styles work best for them.

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“As I often say to my students: “You do not come to school to learn what you already know. If you are not struggling on some level, you are not learning; or, as the skiers say, ‘if you are not falling down, you are not trying hard enough.

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“As I often say to my students: “You do not come to school to learn what you already know. If you are not struggling on some level, you are not learning; or, as the skiers say, ‘if you are not falling down, you are not trying hard enough.

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This quote focuses on the importance of pushing students and their ZPD. We want to learn first and foremost and it is okay to fail or feel uncomfortable as that is part of learning.

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A tool for writing is a tool for expanding our psychological range

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A tool for writing is a tool for expanding our psychological range

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Burke gives us a huge array of tools in chapter three, all of which I collected into a document, such as the sentence starters and sentence frames and the FDOP lists.

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“You do not come to school to learn what you already know. If you are not struggling on some level, you are not learning” (Burke, 2012, p.45)

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“You do not come to school to learn what you already know. If you are not struggling on some level, you are not learning” (Burke, 2012, p.45)

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Learning how to use essential questions can be difficult for students as it might be a new practice, but it is an important skill nonetheless

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What type of writing do you do best? What sort of writing do you do on your own, outside of school? What form of writing is most difficult for you? Why is
that? Ask your students to write about the same questions.

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"[S]tudents need spaces to name and critique injustice and ultimately have the agency to build a better world" (Muhammad, 2018, p. 138).

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"[S]tudents need spaces to name and critique injustice and ultimately have the agency to build a better world" (Muhammad, 2018, p. 138).

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Therefore, when we are thinking about UbD, we need to consider additional pursuits other than just skills. In this case, we need identity, criticality (big C), and intellect as well.

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How do we build and design critical and culturally sustaining approaches to our teaching? Why is it important?

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How do we build and design critical and culturally sustaining approaches to our teaching? Why is it important?