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Engaged pedagogy in my ELA classroom would look like me actively participating in any writing, sharing, or performance activities I expect for my students to participate in. For example, when asking my students to write "Where I'm From" poems at the start of the school year, I also write my own poem and share it aloud with my students to help model what vulnerability might look like in our classroom and to help build trust.

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Co-design group worthy tasks around social justice topics students  choose.

Example: Logarithms/Exponents - Comparing  COVID-19 cases across the world.   Percents- Examine shooting percentage  of students who play basketball.  Numbers (Index Number)- Compare Body Mass Index, GDP with constructing Student Life Quality Index Number.

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Co-design an environmental racism and environmental justice task with students.

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Vocabulary

pollution [ p uh- loo-sh uhn ] (noun) material in the natural environment that does not belong there, and that damages the environment and living things, including people

inequality [ in-i- kwol-i-tee ] (noun) unfairness; a situation in which some people gain privileges simply because they are members of a group defined by race, wealth, sexual orientation or other factors. Those who are not members of those groups are denied the same privileges.

environmental justice [ en- vahy-r uhn-m uhnt-l juhs-tis ] (noun) The fair treatment of people of all races, cultures, incomes and educational levels with respect to the development and enforcement of environmental laws, regulations and policies

environmental racism [ en- vahy-r uhn-m uhnt-l rey-siz-m ] (noun) the disproportionate impact of environmental hazards on people of color

Procedure

1. This lesson is about pollution, and why it affects some groups of people more than others. Working with a small group, clarify some definitions by answering these questions. What is pollution? What are some of its causes? What are some effects of pollution?

2. Now think about who is affected most by pollution. List your answers in the left-hand column of the chart called The Effects of Pollution: Who and Why. When you've got your list, look at the right-hand column. Think about why each group of people is affected by pollution. For example, if the left-hand column reads "people with asthma," then in the right-hand column you might write "because they have a physical health issue."

3. When you've filled in the chart, look to see if your list includes any groups of people who are affected by pollution for reasons besides their physical health. For example, do you have low-income people on your list? If not, add it to the left column, and discuss with your group why low-income people might be more affected by pollution than those who have more money.

4. Then add "members of race and ethnic minority groups" to the left-hand column if it's not already there, because members of race and ethnic minority groups are more likely to be exposed to pollution than others. Fill in the right-hand column with the reason(s) why this might be true.

5. Now look at the map Air Pollution in Minority Areas. This is a map of Connecticut. Use the guidelines below to help you interpret the information it presents. With your group, look at the key.

What two kinds of information does the map show?

What do the yellow dots represent?

What do the different shades of blue represent?

What do you notice about where the yellow dots are concentrated?

Write a sentence or two summarizing what the map shows.

Write a sentence or two explaining why the situation that the map shows exists.

What is unfair about the situation the map shows? Why might it be difficult for the people in the polluted areas to move somewhere less polluted?

Read the definition of environmental justice. What would a more environmentally just situation look like on the map?

At this point select from option 1 or 2 to conclude this lesson.
Option 1 (for a more in-depth discussion and unpacking of the concept of environmental bias):

6. As you have seen from the map of Connecticut, one way that members of race and ethnic minorities sometimes experience discrimination is the fact that air pollution sources are more likely to be located in the areas where they live. Another group that sometimes experiences discrimination is defined by their income. There is evidence that one place that income-based discrimination shows up is that people of lower economic status are more likely to live in areas near pollutants than those with higher status. Look at this evidence of the relationship of income to exposure to pollution by studying some graphs of data gathered in Massachusetts.

a. Look at graphic 1 Exposure to Chemical Releases According to Income. Write a sentence under the graph that summarizes in words what it shows. Then do the same for graphic 2 Exposure to Hazardous Waste Sites According to Income. What relationship do the graphs show between income and exposure to pollution?

b. Complete the same tasks for the two remaining graphs 3 and 4: Exposure to Hazardous Waste Sites According to Race and Exposure to Chemical Releases According to Race. What relationship do the graphs show between race and exposure to pollution?

7. The data show that race and income are connected to exposure to pollution. As a class, discuss reasons why that might be true. Define the term "environmental bias." Do you think environmental bias is happening in the situations shown in the graphs? In other words, do you think that it is an institutionalized system that unfairly deprives people of the right not to be exposed to toxins? Do you think it is an institutionalized system that unfairly protects some people from such exposure simply because of their race, ethnicity, or financial status? Why or why not?

8. Look at your own community, town, or state. What examples of environmental biases do you see? For example, do highways, with their noise and pollution, cut through neighborhoods where people who are poor live? Do people who are members of poor and/or minority communities live near power plants that pollute the air? Then see if there are any groups that are addressing these inequalities. If so, contact them to see how you can help. If not, look at what groups in other areas are doing to address environmental biases. What can you do to address similar problems in your area?
Option 2:
6. Think about your community.

a. What source(s) of pollution exist? For example, does a major highway cut through your town, exposing residents to a lot of noise and fumes? Is there a landfill or a hazardous waste disposal area? Is there a power plant that is noisy and puts smoke into the air?

b. Who lives in the areas where these pollutants are concentrated? Is there a pattern similar to what you saw on the map of Connecticut?

c. Are there any organizations or individuals in your area talking about the situation being unjust?

7. What would a more environmentally just situation look like in your community?

Find out about efforts in your area to secure environmental justice. If there is a local organization, invite a member to speak to your class. If not, see if you can start a group at your school to learn more about environmental justice.

Summarizing What You've Learned

One way to consolidate what you've learned is to summarize it. Think of it as explaining what you've learned to someone who doesn't know anything about it. Do this using one of the following techniques, or use one of your own.

Write a paragraph.

Make a bulleted list of the key points.

Make a slide show (with or without illustrations).

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pollution [ p uh- loo-sh uhn ] (noun) material in the natural environment that does not belong there, and that damages the environment and living things, including people inequality [ in-i- kwol-i-tee ] (noun) unfairness; a situation in which some people gain privileges simply because they are members of a group defined by race, wealth, sexual orientation or other factors.

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Offering assessment option to illustrate student learning of physics concepts in mechanics using spoken word/Hip Hop

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Science Genius B.A.T.T.L.E.S Winner: Jabari Johnson

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Connection - Hooks & Morrison - Chandler 

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Connection - Hooks & Morrison - Chandler 

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I think that the Hooks' reading with engaged pedagogy and the Morrison reading regarding the values we instill in our classrooms are inherently linked. With engaged pedagogy, we aim to be our whole selves, as we hope to have our students be our whole selves as well. In doing so, we unavoidably will show our values, and these values may or may not be ones that align with the school's values. When thinking of the science content area, this is especially important as science has in the past been, by some, considered a value-free area, but oh boy is that far from the truth. Part of engaged pedagogy is asking our students to consider information from the lens as a whole being, not just a robot taking in and internalizing facts and numbers. By doing this, we need to ask students to think critically about the values of those who in science - why are they doing this research, how do their results support a certain agenda, is this ethical? In asking our students to learn science, we are asking them to learn values, values which are inherently tied to humans as "full beings".

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In an ELA classroom, I think culturally sustaining/engaged pedagogy looks like assigned readings being representative of diverse ethnicities, gender expressions, sexual orientations, socioeconomic backgrounds, abilities, other identities, and the intersections therein. I'm doing my best to seek out and read more YA books that model this kind of representation as possible candidates for my future classrooms. In addition, I think it's important to de-center or de-prioritize the written word in favor of other forms of literacy.

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Speaking to the readings that center the current classroom space as a place of refuge, healing, and succor- I'm thinking heavily on the values that a sustaining/engaged pedagogy entails. The practice of making space for voices that may not get heard, finding that voice, and learning how to express it are central tenets on the value side of ELA (beyond the technical aspects of writing). Ways to foreground those tenets in conjunction with values of equity, community/coalition building, and validation are the focus for me. Jazmen's strategy of the 'Who Am I?' poem as a class starter is where I'm at. The literacy narrative exercise affected me deeply last quarter and is something I want to encourage in my classes- in a multimedia accessible way. Disruptive/non-canonical texts I choose for class engagement will center around those values I want to highlight/model/practice in the classroom- really keeping that in the front of my mind. Like this text, which I fell in love with:

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Read 20.6k reviews from the world's largest community for readers. Fans of Jacqueline Woodson, Meg Medina, and Jason Reynolds will fall hard for this aston...

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For me a big part of engaged pedagogy in the WL classroom will be teacher modeling of vulnerability. Learning and speaking a new language can be incredibly nerve-wracking for learners, and I hope that by showing my students that I'm still making mistakes when it comes to my French (which I 100% am) they will feel more comfortable making mistakes as well.

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I would want to be vulnerable and honest about my own struggles with math and having to learn to be willing to fail in order to develop the persistence to succeed.
I would be honest about my struggles with patience and concentration in math and try to teach the students that part of the value of learning math is precisely that it teaches you patience and concentration to persevere in a difficult endeavor.

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Our discussion today really made me think about the concept of deficit-teaching/thinking. More specifically, how so often research in nearly every field of study tends to place emphasis on what is lacking in a people, practice, society rather than what can be brought to the table. For example, teaching about the "Indian Problem" as Indigenous communities lacking the ability to assimilate to white culture. This ideology of deficit-teaching ignores the very prevalent factors of colonization and capitalism, both systems of white supremacy, being used to weaponize a culture against a sustaining people.

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Curriculum design: giving students the opportunity to become experts on a specific topic and then having them teach it to myself and the class. This would shift the power dynamic between the teacher and the student and also give me the opportunity to learn from my students on a topic I won't be familiar with. Also, it invites other perspectives into the classroom that are often left out of "traditional" science classrooms. As a learner, I become very engaged with different science topics, and hopefully my students would see that teachers don't know everything and its okay to be curious and ask questions.

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Engaged Pedagogy in Science Classrooms -- Annika

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Engaged Pedagogy in Science Classrooms -- Annika

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I think a critical piece of engaged pedagogy in science is fostering a curiosity in students, which allows them to engage with the material and explore different explanations or solutions based on evidence. We talked a lot in our Science Methods class last quarter about allowing students to change their mind or edit their thinking based on new information presented, as well as encouraging students to come up with different answers to solve the same problem. I think this aligns with the idea of engaged pedagogy, in that students and teacher are learning and exploring data and information together, and discovering how that information fits into a given phenomenon.

Another aspect of engaged pedagogy in science is giving students relatable examples of phenomena and grounding the material in students' real, lived experiences. This shifts science, and the relationship between science and students, from the abstract to the concrete.

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something I've been thinking about wrt history is the opportunity to specialize in college, and the very self-driven nature of it... it's nice to show students that world, by saying you're allowed to focus your study of world history or U.S. history on something that is meaningful to you, because that is something I do as a practitioner of history. History of food, history of Asian-American migration, history of technology, history of economic recessions... I'm currently thinking about building tools that would allow me to gauge students' interest in broad specialties like those and then creating inquiry sets around those categories.

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Ana Maria Castro Ruiz
Telling my students my own struggles when learning a foreign language and the situations where I wish I knew more words to be able to communicate may help students see that; what there are feeling is normal and necessary to grow.

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I remember my AP calculus teacher going through an example problem and solution in front of the whole class by actually doing the problem start to finish. She asked questions along the way and when she made mistakes in the process, she openly accepted correction from students. It seemed like a very collaborative process and I appreciated her being open to critique as a teacher.

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Engaged pedagogy urges for self-actualization of teachers, which makes me reflect on Asante's "2 sets of Notes." The 2nd set being most valuable for teachers and students-the truth. I reflect on my own journey to self-actualize and it's that 2nd set of notes that Asante mentions that guides me to a path of education as freedom. Engaged pedagogy coincides with the 2nd set of notes and when presented to students that are historically discriminated and disenfranchised, we revitalize ourselves as humanity.

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I think that for me, throughout high school, I had trouble seeing my teachers as humans. Transparency is really important to me. I want to be transparent with  how lesson plans are made and our thinking around why we're doing what we're doing. I want to give students space to question curriculum and have input. But moreover I want to be transparent with what i'm bringing to the table emotionally every day so that students feel like transparent with their full selves.

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In social studies (I am specifically thinking of middle school) one way for me to be engaged is focusing/highlighting content that relates to the historic knowledge and legacies that my students and myself hold. That means I will open up my process with being an Irish and Filipina living on unceded Coast Salish land. What does it mean to hold different identities - finding strength in the communal strength and activism towards justice and also the pain that my peoples have participated in. I think place based teaching is a part in engaged pedagogy because it is helpful/needed to ground our whole selves in the place that we share. Specifically thinking about relationship to land. Also connecting this to Eva Tuck's discussion of seeing communities in their wholeness and complexity.

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I'm thinking about how we, as ELA teachers, can create a classroom environment that leads to student survivance (as a method of CSP). How can we create spaces for cultural synthesis and renewal, as opposed to focusing on narratives of destruction and other deficit/settled perspectives?

I think one method will be in carefully introducing multicultural materials as renewal and celebration, instead of centering the cultural experiences within them in proportion to our (teacher's cultural identity) own.

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Actually giving recognition to other societies for creating the math and science we use on an everyday basis. Algebra and ancient Babylonians, Carver and rotating crops, and Rosalind Franklin and DNA, white males didn't come up with everything.
Engaged pedagogy is teaching humanness by teaching a desire-based framework; valuing the accomplishments, aspirations, and culture of marginalized people.  - Alex

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I think an engaged pedagogy in a social studies classroom starts with focusing on the views, perspectives, and interests of the students. In my experience, social studies/history classes often devolve into a lectured single view on history. This approach fails to take into account the limits of that single perspective, while also not empowering students to bring their own perspectives into the process. Social studies teachers should acknowledge the limits of their perspectives, while encouraging students to drive the course in the directions that work best for them.

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I think of engaged pedagogy as explicitly honoring sources of civilization (thinking of teaching like World History) and how continental Europe doesn't own the history of civ. Acknowledging that we need to move away from this damaged victim narrative of Africa and celebrate the leaders that have come from Africa, the Middle East, Asia - not Europe - so that our students get better case studies of leadership that aren't just monarchies and mercenaries taking over everything. So that they rely less on those two sets of notes that don't speak to their truth. Being open about the fact that I wanted female role models in history that resonated with me and had to go find them outside the textbooks.

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Whenever we do warm-ups or any activity that may require some type of personal response we could provide our own answers. Sometimes teachers tend to keep up their barriers and we don't learn anything about them other than they are lazy graders, or they have a cold exterior and only care about themselves. If we participate in the activities we may create a more familiar relationship.

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I think that in classrooms teachers often spend their time sharing the material without reflecting on it themselves in any sort of meaningful way like they ask their students to. They may worry about putting their beliefs or biases out their, or even influencing their students. But that is exactly what they ask their students to do. Teachers should be willing to put themselves out their and understand that their students eager to engage with them, not only the material. The reading spoke about expecting our students to take risks, but not doing so ourselves. An engaged pedagogy would be to share the risks of engaging with the material.

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2. hooks explains that "engaged pedagogy necessarily values student expression" (p. 20).    In the Teaching for Black Lives Gathering, the students eloquently explain that they have to dig into the cracks and crevices to find something that relates to them.  In order for students to have space to express themselves, they must be in a space where they feel that this expression is welcome.  It is important for teachers to engage with topics and curriculum that highlights multiple voices and experiences so that students know their expressions are valued.  Otherwise, students are put into a position like Asante notes, where they "wonder why we always feel alone, from the media to academia."  Engaged pedagogy gives students space to feel less alone by speaking their truths and experiences, while also knowing they will experience that same expression and vulnerability from their teachers and peers.

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Part of hook’s vision of engaged pedagogy that stuck with me the most is the importance of teachers sharing aspects of their whole self with students, and also providing opportunities for students to be their whole person in the classroom. In the context of SS, I can see this being achieved in a few ways. The one I envision is asking students to engage with their community as some sort of historical project, so they can share what they are passionate about or what matters to them, while also hopefully fulfilling some requirements along the way.

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According to me, engaged pedagogy is the base for building relationship through the subject content with the students. In this case "Science". I believe giving the students the reason as to why they are learning genetics/ organic chemistry/ thermodynamics / resource management is important in their lives and how is it applied in their world. We as science teachers have that ability to provide that platform for the students to express themselves in their learning process (journey). One key point in all of this is REALTIONSHIP BUILDING between the students and also the student-teacher relationship.

It's not only the students that learn each and every day, teacher do too,

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When I think about engaged pedagogy in math, I want the students to be actively involved in the learning and discovery of math.

Most of math can be discovered, based on a few simple basic principles. What could be done in class is to provide the right questions and scaffolding to that lead the students to 'discover' some of the math findings themselves and in the process take ownership of the learning and be fully engaged.

For example, much of the probability rules can be derived through carefully designed examples and have the students try, find some patterns and try to summarize it. In the process, they will get the intuition of the rules. Keep encouraging them, and hearing them out. Even if it takes longer, the process will be engaged pedagogy and student's self-actualization on 'discovered' the rules would have huge impacts

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Primary sources that are problematic or perpetuate a single story have disclaimers for being just that and/or they are only used in conjunction with other learning sources that add to a more complete and accurate narrative of the diverse history that has been passed down. Students should have opportunities to discuss and provide feedback on what works in the classroom and what detract from their learning. Only 1 set of notes!

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For me Engaged pedagogy is about letting time for student to develop.  Not forcing knowledge to be memorize. Letting the students making sense of their new knowledge by trial and error.  The teacher become the healer that heal what needs to be heal.  More like a guide through learning.  The teacher is always learning and the students can be teaching each other and reinforcing their understanding.

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Engaged pedagogy in social studies looks like modeling what it is to learn in public: particularly through showing vulnerability (sharing anecdotes) and apologizing. I think it’s important to share stories both about present-day situations and about historical connections, experiences and perspectives. I also think about engaged pedagogy as disrupting power dissidence within the classroom, both in re-visioning how teachers and students work together and guide the learning that happens.

What this looks like specifically in a social studies classroom is about incorporating the understanding of the body and how the body-mind-spirit functions together in how we embody learning simultaneously content and life-specific. I’m thinking of ways to thread in throughout the activities a check-in/reminder about noticing how our body holds emotions, feelings, and historical frames the spaces in which we operate, and how we chose/need/dream to engage within it. I’m also considering the ways in which to do this through centering Eve Tuck’s call for “Suspending Damage”

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I feel like another aspect of engaged pedagogy in science is encouraging students to use all of their senses/make observations themselves, use oral histories as science, gather scientific knowledge from family stories, etc. As well as the text book knowledge. This way students can fully engage with their whole selves and teachers and students can learn from each other.