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I really appreciated the references to vocabulary and language, as that often feels like a barrier in the biology and chemistry courses I teach.

I want to use the questions Amy Lindahl shared for keeping only the essential vocabulary:

1. Will this word help students as they think about and discuss the ideas in that unit?

2. Will they have enough opportunities to practice speaking the word for it to become a part of their functional vocabulary?

3. Will it show up again later on in the school year?

4. Is not knowing this word a barrier to accessing material they will use for learning?

I also want to look for ways to gamify and storify any vocabulary that makes the cut.

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I wonder how/when I can incorporate this approach from Identity Centered into my classes?

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I really liked this visual as it is visual (for this visual learner) that reflects more what and how I want to continue teaching above a student centred focus

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I am still wondering how to bring these pieces as learning for staff in my department. I really liked the podcast as it focused on teachers and how to bring Social Justice into the classroom.

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I really appreciated this approach to find what is missing, from the antiracist education

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I've made a ton of growth in the last few years digging into identity, pronouns, pronunciation of names, confidential interest sheets, etc. However, I am wondering at one point students might view these as invasive. It all seems to happen at the beginning of the year when we know them the least, but some kids are really guarded.

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I really liked the visual resources on "Identity Centered Learning" by Daniel Wickner. I was sure to bookmark the page because having strong, clear, visual reminders of how to implement these practices is so helpful. I also think the visuals on intent vs. impact could be really helpful in certain discussion contexts, too.

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I am wondering if the more of a skill-stretch a text may be (say, Shakespeare for 9th grades), the more front-loading with culturally and/or identity responsive techniques is needed. I focus a lot with teaching students how to approach reading material that challenges their skill level--and I won't stop doing that, I loved how Zoretta Hammond really emphasized the need to allow kids to struggle productively to build new skills--but I wonder if in focusing on skills I'm missing a piece that will help them relate to the text and therefore learn from it.

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"Playlists offer choice and flexibility to students while giving teachers the opportunity to curate a more diverse assortment of resources." The example given of an elementary playlist inspires me to create and use playlists as a way to differentiate instruction while also considering and including resources that are currently lacking.

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I am wondering about how to offer more "windows" and "mirrors" in the classroom. I am also wondering about effective ways of incorporating student input into their own learning, and really like the idea of asking them "What would you ask the smartest person in the world?"

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The entire section on ICL was so powerful for me, but this infographic in particular stood out. It's a reminder of how important relationships are to everything that we do. I appreciated that it affirmed things I try to do with my students and that it emphasizes and gives permission to give time to this over skills.

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I love the idea of playlists, but I'm wondering how to make these work for my students. I work with so many students who have IEP's and various exceptionalities who would really struggle with the self-pacing and independence of this, not to mention becoming overwhelmed by seeing so many steps all together - this would need to be so much more scaffolded for my students.