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Our group liked the idea of cultural pluralism: we posit the popsicle stick method. Our goals as teachers is to make sure our students feel comfortable to ask questions or raise their hands to answer questions the teacher has. Therefore, in order to amplify student voices and therefore amplify the multiplicity of cultures in the classroom, we think having a popsicle stick with every student's name on it in the teacher's possession would be helpful. Every class period, the teacher pulls a popsicle stick from a cup, and whoever's name is on the popsicle stick must comment, ask a question, or answer a question that is being discussed. After the student's popsicle was pulled, it goes into a separate cup. Therefore, the student does not have to participate again during that class if they don't want to. We believe this not only amplifies cultural perspectives, but helps more anxious or quiet students get used to meeting teachers' expectations for class participation.

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Provide opportunities to meet your students' parents whenever possible

listen to them and their preferences of communication

create an outline of expectations within your classroom and share with parents so they can help their child meet your goals

use experiences with negative speech as an example within your classroom for students to practice setting their own boundaries and address negativity

restorative justice circles

have a gallery walk and have people include their different backgrounds and ethnicities - students can connect based on those similarities or share with those who can't

include a nationality day, people can dress up with costumes as part of their culture or bring food from all over the world to represent

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doing some sort of potluck so students can enjoy cuisine from multiple different cultures and explain their personal connection to the dishes - just making sure no one has any allergies/restrictions

having some sort of small activity to showcase their background and highlight what aspects of their culture they are proud about

picking a song from one's native language that resonates with them

sharing favorite place to dine out b/c it can show appreciation for others culture (doesn't have to be cuisine from your own background) especially in an area like NY with so many different options

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“Provide students with opportunities to present to their peers through project-based or stations-based learning to leverage student experience and expertise.”

A]

Stations Teaching

Students can use the Punnett Square to focus on one specific trait.

Each station can focus on one particular trait, maybe from a culture.

If these traits are too sensitive, we can use

Mr and Mrs. Potato Head --- with all the different facial/body attachments.

By using stations, students will rotate around and explore different combinations.

Each student becomes an expert for one specific combination and then they share-out their findings with each other (JigJaw).

B]

Alternatively, we can be responsive to student experiences by having space for them to PROCESS current events.  In terms of English / Social Studies, we can have:

Listening circles to host / provide a safe space to help them process their initial responses.

Students can react, and analyze each other’s responses/reactions.

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"Provide homework, projects, and other classroom materials in multiple languages."

ELA: Google Translating the materials

For math: English to Spanish math dictionary online.

Science: have many visuals, diagrams and captions in different languages

SS: family interviews and students culture history

For projects: assignments can be questions and answered in their home language such as an interview with family members

During independent work, have music playing from some of the students' culture.

Also, we can include students' names and their culture into word problems.

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Group 2: M.N, M.B, A.A, A.L

When we discussed activities for fostering welcoming and affirming environments, we focused heavily on the idea of inclusivity and representation of different cultures. One activity you can do is have students create posters/ sheets where they describe their background (i.e. where they are from, their interests, values, and family). Under the family section of the worksheet, students can put their parents’ contact information. For this activity, you would also have to make one of your own and distribute it to all students, that way students can learn more about you and also share your contact information with their parents through a physical means. You can also host lesson-based activities that include student interests. For example, chemistry students can bring in periodic tables in their mother-tongues, or math students learning common factor can learn the common factor between their classmates!

With teacher-parent communication, we can do “sunshine” phone calls. This is where teachers reach out to parents and praise or highlight the student’s achievements or progress in class. This fosters stronger relationships and helps destigmatize teacher-parent communication. Another way to include families in student learning is providing one question for parents to answer on homeworks.

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Creating games that are engaging and at the same time fun, like Booklet

Give students choices when presenting their work instead of just giving writing assignments.

Incorporate student interests in classroom activities, whether it is in math, science, English, or social studies.

Having more culture days to celebrate the diversity at the school, such as having potlucks or after-school programs that celebrate our students' different backgrounds.

Creating opportunities for students to give back to their communities, such as having blood, food, and toy drives.

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In our group we discuss that we can incorporate SEL strategies that gives those opportunities to include their cultures and identities. We can also have the opportunity for the students to do research within their communities in their school or environment. We can even have some content related strategies, like making a statistics class survey their peers that might relate to the students' cultures. Even with word problems, instead of the students reading generic names that they see everywhere, try to replace the names in the world problem with your students' names.

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Group 4 (Amanda, Evelyn, Karen Z, Yurii)  (AP, YK, KZ, EP)

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Group 4 (Amanda, Evelyn, Karen Z, Yurii)  (AP, YK, KZ, EP)

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For us, we are focused on a Rigorous Curriculum that we are creating in what we are calling both a “Virtual Trip” or a “Physical Trip.”  This curriculum includes helping students learn in different ways (using their imagination while also seeing things physically (ie: having things in front of them) and having things that they can see and touch).

Virtual Trip or Physical Trip - You can use this for ALL Subjects

In Physics - how to implement physics or any subject in what we do either daily or for fun (we find out what they like, what they do, what they are use too).  An example would be trip to Prospect Park, they can engage in physics and solid physics (talk about things that they like (music).  You can make music with sticks.  There is a pond, they could measure water (maybe they grew up near water, they like swimming, etc).

2) Virtual Math Trip or a physical trip outside -

For Math for example, you take a virtual trip to a store or you have a store set up in the class.

If you go outside, you can go out and measure the angle of ramps (trigonometry) and figure out if it complies with ADA compliance.  Does it comply with the law?  Maybe people have people who are disabled in their lives or are part of a community who have disabilities.