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Choice Boards - Layers of Scope & Sequence

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Use the letters A-M-T to help better plan units and understand the progression of your units.

A = Acquisition: students are learning (or acquiring) new knowledge or information
M = Meaning: students work to understand ( or make meaning of) the new material
T = Transfer: students use (or transfer) this knowledge and understanding to complete a performance task

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Use the scope and sequence to determine text choices and backwards plan my units

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We cannot judge policies and practices by intent, they must be measured, and accountable for their outcome. There is/are no race neutral polices and practices, there are either racist (and inequitable), or anti-racist outcomes.

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9th: Continue adapting the assignments for the one text we switched out for Unit 1
10th: Flesh out Stage 3 for Unit 1

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"specify the cognitive, personal, and interpersonal competencies"
- learning easily communicated
- Reflection plays a HUGE role
keeping three questions in mind:
1) important competencies
2) personal ones valued
3) interpersonal competencies most essential

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I read The Big 6+1: Guideposts to historical thinking.

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I read The Big 6+1: Guideposts to historical thinking.

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I noticed this was in the Scope Spreadsheet. I was curious about what Guideposts were, so I read this article to get more information. I learned that there are different overarching ideas such as Historical Significance, Evidence, Continuity and Change, and more! It seems to me that each guidepost provides a sense of direction to help guide us to understand the overarching idea(s). For instance, Guidepost 4 of Historical significance, helps us to understand historical significance by exploring the differences in voices over time from group to group. This helps me to understand ways in which to engage students in meaningful conversations and ideas in order to understand big picture concepts.

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"By privileging the central authority of schooling, SEL is legitimizing dominant points of view that solidify existing race, class, and gendered social orders. Even with these well-
intentioned efforts to address social and emotional learning, schools will continue to be institutions that mystify the colonial reality and place the onus of social and emotional health on the very young people whose social stressors have been shaped because of dispossession and marginalization."

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Just keeping students at the center, slowing down and be willing to make changes to the UbD, to better support our students

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Checked out all the resources and downloaded a bunch of PDFs. It's kinda like the design process but with a bigger picture and involving your community of learners more.

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Markers displayed on Kitty Conde's window; Chicago, IL

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Incorporating Studio Thinking vocabulary into existing and new materials

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Markers displayed on Kitty Conde's window; Chicago, IL

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Studies have shown that "ethnic studies has positive academic and social results for students of all races and economic backgrounds" and allows students to understand who they are, where they come from, and how they show up in the world (In Lak'ech). This is key if we want to move into the pedagogy of humanization.

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Ethnic studies are empowering for students across all backgrounds and lead to creating a richer foundation on which knowledge is built and developed. They also connect students to their personal backgrounds and help them understand their position in society.

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Statistics show that when students are presented with curriculum that relates to their lived experiences, the level of engagement increases as the does a student's ability to become a more effective critical thinker. Also, it's important for students to see themselves in the curriculums that they are presented, because they start to see themselves in a authentic way, to the extent that they want to tell their stories to others.

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Critical Literacy - A Frame for Thinking, Planning and Enacting

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Critical Literacy - A Frame for Thinking, Planning and Enacting

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The first unit that I am teaching centers around the concept of identity. Critical Literacy involves Deconstructing and Reconstructing texts as Social Action. One of the most powerful things I read in this text is that our selves - our identities - are constructed just like a text, but it is a collaborative work between oneself, those closest to us, and by outside cultural, political and social forces. Since identities are constructed, they can also be deconstructed and reconstructed.

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Ethnic Studies and CRT - a national debate

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Ethnic Studies and CRT - a national debate

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There is an active campaign against CRT from mainly conservative think tanks. They argue that CRT is divisive and unproductive in helping to propel the country forward. Proponents of CRT argue the opposite. It's important to understand the truth of this country.

"...there's a lot of parts of history that, you know, very intentionally have been excluded from classrooms and things, because I think we want it to perpetuate this idea of American righteousness and excellence when the reality is, you know, this is a country that like we struggle with stomach racism. It was a country founded on the genocide of one group of people in the enslavement of another..."

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Critique of SEL as ahistorical, decontextualized, inattentive to issues of race, class, gender, disability, sexuality.

Discusses how oppressed groups often turn to harming those within their group rather than organizing to fight the oppressor.

Proposes solidarity, but one that is uneasy.  Real solidarity does not deny recognition of material power differences.

Argues for developing students' ideological clarity: that is, "deepening awareness of sociopolitical and economic realities that shape their lives."

Calls for those with privilege to risk it in order to disrupt harm, and that by doing so this creates trust with more marginalized people.

Aims to foster in students the notion of a common cause and collective history.

Building solidarity with young people requires engaging in open and honest convos where young people discuss the essential questions most concerning to them.

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Identify desired results
Evidence of learning, skill proficiency, understanding, transfer

WHERE TO
Where are we going? Why is this important? What's expected?
Hook
Equip students for performance
Rethink Refine Revise
Evaluation
Tailoring
Organizing the overall learning plan