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MVA Example Physical Spaces for Learning and Engagement at Gude Drive and Take Photos for Families

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MVA Example Physical Spaces for Learning and Engagement at Gude Drive and Take Photos for Families

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Clear My Job, Your Job, and Our Job visuals for students and families. Share an email template for families who would benefit from a different learning spaces. 

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Clear My Job, Your Job, and Our Job visuals for students and families. Share an email template for families who would benefit from a different learning spaces. 

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Spaces where students can make connections and form relationships among peers that have similar backgrounds, religions etc. This could improve student engagement as well.

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Amplify "quality questions" and have teachers solicit and celebrate questions reinforcing that if one student has the question it is likely that others do as well.

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Allow for opportunities to discuss how a text is different yet connects to the students identity. Provide students opportunities to identity share.

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Finding time for grade 2 teachers to build community for specials; but perhaps building community at different times of the day with variety can reach more learners.

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Finding time for grade 2 teachers to build community for specials; but perhaps building community at different times of the day with variety can reach more learners.

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Incentives - Class Dojo and Whole Class Dojo (just keep it private; helpful for families as well because they receive feedback as well)

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Incentives - Class Dojo and Whole Class Dojo (just keep it private; helpful for families as well because they receive feedback as well)

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Continue to work with teachers to broaden their interpretation of culturally and linguistically diverse students' learning behaviors

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make space for student voice and agency

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Online presence - cognitive, social, and teacher presence. From slides 9-11 in Engagement Training.

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connect new content to culturally relevant examples and metaphors from students' community and everyday lives

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Help students process new content using methods from oral traditions

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Give students langage to talk about their learning moves

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Students have a designated learning space at home which enables them to feel comfortable and able to engage in lessons: unmuting, quiet background, adult support when needed, materials ready, etc. This needs to be established with MVA expectations (beginning of the year and regularly revisited), much like how a teacher would have them organize their desk and/or cubby at school. Students often don't feel safe with the home audience and activities to engage fully.

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Consider having staff self-rate on the following and offer PD to support the following "Culture of Empathy" rating from Identity Affirming Spaces...-Students actively listen to each other in various contexts, students make connections to the expressions & thoughts of their peers., students offer affirmations, seek to understand, approach conflict as a teachable moment & ask for clarity, are conscious of emotions & feelings of peers.

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Consider having staff self-rate on the following and offer PD to support the following "Culture of Empathy" rating from Identity Affirming Spaces...-Students actively listen to each other in various contexts, students make connections to the expressions & thoughts of their peers., students offer affirmations, seek to understand, approach conflict as a teachable moment & ask for clarity, are conscious of emotions & feelings of peers.

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Be careful not to miss opportunities to debrief and unpack ideologies when students say harmful things so we can undo the harm and create spaces where students actively listen to each other in various contexts. Students may be more likely to ask questions in environments in which they are actively listened to (e.g. whole group, pairs. etc.

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Be careful not to miss opportunities to debrief and unpack ideologies when students say harmful things so we can undo the harm and create spaces where students actively listen to each other in various contexts. Students may be more likely to ask questions in environments in which they are actively listened to (e.g. whole group, pairs. etc.