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1.      What are your own beliefs about teaching and learning. What are your own learning goals in our school?
Fun, relevant and engaging
Meeting kids at their level and building in steps
Creating a safe space warm and welcoming to all
Strong foundation/routines to move ahead effectively
Start small and easy

2.      How is literacy defined at our school?
Self-Empowerment
Self-Liberation/Confidence
Choice/ Voice

3. How do the 10 lessons from literary societies compare with pedagogy in your classroom?
1. Involves social and cultural practices in SS and music
2. Literacy is needed in all subjects
3. Oral literacy pertains to music and younger grades as well as when we have a discussion of a topic.
4. We use this in isolation not embedded into our curriculum
5. In the lower grades there is more freedom of choice and not being pressured
6. Read and play in music
7. Book Clubs, partner reading

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Session 2: Historically Responsive Literacy

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Session 2: Historically Responsive Literacy

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Engaged in a protocol:
https://www.nsrfharmony.org/wp-content/uploads/2017/10/3_levels_text_0.pdf

Implications for Work: Three Levels of Text
1. Curriculum
2. Student government
3. Connect Before you connect
4. Library (Leveling)
5. Use of other skills - connection to the teacher, body language
6. Exposing to other cultures
7. Knowing about oneself
8. Mood meters (Check in about assignments, managing emotions, de-escalation, transitioning, disrupt the system)

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Session 3: Toward the Pursuit of Identity      Block Party Protocol 

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Session 3: Toward the Pursuit of Identity      Block Party Protocol 

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1. Who am I?

2.  Which ideologies and social conditioning have shaped my knowledge and perspectives of people of Black and Brown children?

3. How can my instruction authentically respond to my students’ identities?

4. How will I focus on the beauty and brilliance of children in my class?

5.  How will each lesson or unit plan help students to know something about their identities or the identifies of others?

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Cultivating Genius Book Club - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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1.      How does our curriculum nurture and cultivate students’ skills inn your content area?

2.      Do you perform and show the same skills you teach to your students? For example, do you write essays and show your examples when you ask students to write essays?

3.      What creative or innovative ways can you teach skills without lectures or worksheets?

4.      What programs or initiatives do we offer to help students who struggle with learning new skills?

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Session 5: Toward the Pursuit of Intellect

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Session 5: Toward the Pursuit of Intellect

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1.      What are you currently reading to help advance and stimulate your mind?

2.      In what ways are your parents and students brilliant?

3.      Do you identify as an intellectual? How do you enact intellectualism in your personal and professional life?

4.      What interview questions do we ask to gauge potentially hired teachers’ intellectualism and their capacity to cultivate students’ intellect?

5. When learning the history of education in your professional development, whose intellectual histories are included and whose are left out? Whose intellectual histories do we teach in math, science, ELA and social studies?

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Session 7 - Selecting Historically Responsive Texts 

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Session 7 - Selecting Historically Responsive Texts 

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1.      How do you select literature to teach your lesson or unit plans?

2.      How could layered multimodal text enrich your teaching and learning?
3. How do you involve students in text selection?

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Session 6 - Toward the Pursuit of Criticality

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Session 6 - Toward the Pursuit of Criticality

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1.      How often have others profited from the failure of black and brown students?

2.      In one word, how would you describe the current social times in which we live? How could this translate into a lesson plan or learning opportunity for students?

3.      How do you actively teach about and disrupt oppression in your teaching?

4.      When you establish criticality as a learning goal, what do you do well or with excellence and what do you need to improve on?

What social issues connect to the quality of life for your student?