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Our current curriculum/unit is here. Ken P.

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Our current curriculum/unit is here. Ken P.

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I find myself actively attempting to diversify the curriculum by selecting materials, and I do take time to uncover details to provide my students outside the dominant culture. However, the unit we completed on poetry focused on the accomplishments of a few heroic characters, but I realize now that the weakness of this design is that it failed to address the real experiences of non-dominant groups.
I'd like to at least push myself to the Intergration stage to deal with real issues and concepts. I hope to do that work in our unit on The Outsiders as we conclude the year.
Justin

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I feel that I am stage 3, working towards stage 4. I have added substantial materials and knowledge about non-dominant groups into the curriculum, and while we have accomplished some things in the classroom that are found in stage 4, I believe that the curriculum that I have found and delivered is still more rooted in a EuroCentric point of view. With a month+ left in the school year I would love to continue this journey and end comfortably in stage 4 by then.

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Who are you? I think I am in this stage or almost here because I select everything I present to the students based on expanding their worldview through understanding their own culture and the cultures, ethnicities, and histories of  those different from their own. Michelle

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Who are you? I think I am in this stage or almost here because I select everything I present to the students based on expanding their worldview through understanding their own culture and the cultures, ethnicities, and histories of  those different from their own. Michelle

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I definitely feel as though I am in stage 4 with my classroom. I don't believe I am at stage 5 yet because I know there is a lot of room for improvement with this subject. I have taught a lesson on the Women's Rights Movement and made sure to emphasize why it's important to learn and hear the whole story. I also incorporate a multicultural curriculum through many other lessons like in WWI.
I definitely need to read more about how to effectively do this in order to become better at it. -Natalie

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I perceive myself to be at Stage 4 with Structural Reform, not only with my own teaching journey, but also with helping to bring a new instructional perspectives to my cooperating teacher. When I wanted to introduce the opportunity for the students to explore and research Black meteorologists who have pioneered their fields of meteorology, but my mentor disapproved by saying it was March 1st and Black History Month ended (yesterday). I continue to push forward to include and connect cultural responsive instruction with each lesson plan.  ~ Cheri

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I perceive myself to be at Stage 4 with Structural Reform, not only with my own teaching journey, but also with helping to bring a new instructional perspectives to my cooperating teacher. When I wanted to introduce the opportunity for the students to explore and research Black meteorologists who have pioneered their fields of meteorology, but my mentor disapproved by saying it was March 1st and Black History Month ended (yesterday). I continue to push forward to include and connect cultural responsive instruction with each lesson plan.  ~ Cheri

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I attempt to include diverse curriculum where ever I can. I would like to push myself in finding ways to get the students to look at the material through a different lens.

Kara

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I think I am mostly working my way into Stage 4. As I’m planning with my CT, I have been making an effort to push the materials in a different direction. For example, the Westward Migration unit we’re finishing up completely shifted from one of Eurocentric Manifest Destiny into a story being told from the perspective of those groups we took land from. We spent two weeks looking at the Native American perspective, and now we are looking at the Mexican-American war as something more than just the way the US acquired some western states.

Amanda

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Paulina Marinakos. I am probably at this stage. We are learning about different religions, celebrations, etc. - but this is us just "celebrating" differences, but not really integrating materials about non-dominant groups. We are just learning about "extra information" in a way... I want to see myself at stage 5, obviously! I want the students to become our multicultural classroom resource - because these students all have different and interesting backgrounds - which should not only be celebrated, but brought to the fore in the learning experience. 

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Paulina Marinakos. I am probably at this stage. We are learning about different religions, celebrations, etc. - but this is us just "celebrating" differences, but not really integrating materials about non-dominant groups. We are just learning about "extra information" in a way... I want to see myself at stage 5, obviously! I want the students to become our multicultural classroom resource - because these students all have different and interesting backgrounds - which should not only be celebrated, but brought to the fore in the learning experience. 

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I feel like I am here because I have been trying to incorporate materials for students to learn about those outside the dominant culture. But, the weaknesses very much outweigh the strengths. Multi-cultural learning/materials do not focus on non-dominant groups of people. Instead, it's like those things are peppered in, or are just talked about in small discussions with a handful of students as they read while I circulate. Right now, we are not asking students to comment on or study real life. It's so surface level.
I want to push myself by putting the experiences or stories of non-dominant groups of people at the forefront when I plan learning experiences. I want students to do more work on wondering and commenting on real life and real peoples' experiences.
Justina

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In our previous lesson, I was able to add some input here, and expand upon and integrate information. I can see myself here again, when I have the curriculum flexibility. Ken P

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I think I am at the integration phase, working towards the structural reform. I try to teach so it does not seem as though I am peppering in stories and perspectives of all groups, but rather include all groups, as that is how it should be.

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I think I am at the integration phase, working towards the structural reform. I try to teach so it does not seem as though I am peppering in stories and perspectives of all groups, but rather include all groups, as that is how it should be.

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Elly

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To be honest, I'm probably at stage 0.  I talked to my CT about this topic and it seems to be a very foreign concept for her.  I'm seeking for opportunities to integrate this into the curriculum. I'm planning to reach out to the instructional coach for suggestions.
- Jenny Hong

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I think I'm still at stage 1. A week ago, our principal sent everyone an email explaining that Ramadan was going on and that several of our students would be fasting, for several days. A few days later, I asked this guy why he was sleeping in class; he explained that he'd been fasting for 4 days, so far. I "think" I did the right thing and gave him some space; in my head, I was like "Oh, you mean that's actually real?" I was completely caught off-guard to meet a kid who was doing something so different from me.

Pushing myself forward from here is simple: understand that there are real people doing things I haven't experienced.

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I feel that I’m at Stage 2: Heroes and Holidays. I talk to my students and after school club about events and  “integrating information or resources about famous people”. But I do tend to slide down to Stage 1: Curriculum of the Mainstream; when appropriate time is not given.

However, there have been a couple of opportunities where I was able to go up to Stage 3 and I was able to bring authentic materials like a game of “bingo” with examples of local restaurants.

~Rogelio

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Heroes and holidays
I try to find information about marginalized and celebrate their accomplishments in science. I think I need to do a better job of targeting the accomplishments to the actual content that I'm teaching.

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I feel that our curriculum is in this spot

-Emily

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I feel I am here because I have created some different lesson plans for my students creatively, like a jigsaw activity or Jamboard activity. Group work is an Illinois social emotional standard we have incorporated into my district. I am integrating students together that usually do not work together. I would like to continue within this stage of incorporating a variety of cultures and "hidden gems" that are not a past part of the curriculum to create a better understanding of ancient cultures and how my students can relate.