COSEBOC STANDARDS COURSE - The Standards' CORE AREAS by Gene Thompson-Grove

The principal made the tiny home project possible - in many ways

genetg — 2023-01-11 16:40:01 UTC

Community engagement via the physics course tiny homes project -was authentic

genetg — 2023-01-11 16:40:38 UTC

school was organized to support the tiny homes project - connection to community - curriculum - assessment

genetg — 2023-01-11 16:41:27 UTC

when the learning connects to who the students re - they are avaiable and engaged

genetg — 2023-01-11 16:41:45 UTC

Common shared experiences are important - what are our students' common shared experiences? Could it be a shared emotion? How do we find out? How do we connect to this by design?

genetg — 2023-01-11 16:42:58 UTC

Connection students to their emotions and to others - builds compassion

genetg — 2023-01-11 16:43:41 UTC

Staffing for this kind of teaching is key - teachers need to know the history - teachers have to be able to link their standards to the culturally relevant curriculum - and this curriculum is important for students of all races.

genetg — 2023-01-11 16:45:04 UTC

What are young children ready for - more than we thinki!

genetg — 2023-01-11 16:45:47 UTC

Teachers have to be able to incorporate content like Black Wall Street into the curriculum

genetg — 2023-01-11 16:46:30 UTC

All staff need to be teaching like this - not some students get it and some don't!

genetg — 2023-01-11 16:47:05 UTC

How do we get to the place where a lesson like Black Wall Street is NOT just in secondary schools and NOT just in February!

genetg — 2023-01-11 16:48:22 UTC

Shared norms and values across the school community are key - whose stories, whose songs, whose narratives, etc.?

genetg — 2023-01-11 16:49:16 UTC

Parent: Show me where in the curriculum that is! Role of white fragility on the part of parents.

genetg — 2023-01-11 16:50:06 UTC

What are the values this district holds? How can these be communicated effectively? What will our responses be when we get push back to this work?

genetg — 2023-01-11 16:51:23 UTC

Also means district organization - not just school organization. Our values need to be in alignment - and we need to have courageous conversations about this, including with families/parents.

genetg — 2023-01-11 16:52:54 UTC

This curriculum is THE curriculum - not an add on. And it connects to my identity (and the teacher helps to make that connection).

genetg — 2023-01-11 16:54:00 UTC

Student intrinsic motivation (Do I want to do this? Do I think I can?) often comes from experiential learning.

genetg — 2023-01-11 16:54:59 UTC

The tiny home was a performance based assessment.

genetg — 2023-01-11 16:55:16 UTC

What do the walls say? Who is seen on the walls? Do I see myself in the classroom and school?

genetg — 2023-01-11 16:55:44 UTC

Powerful for students to do real work that impacts the community snd brings about change.

genetg — 2023-01-11 16:56:24 UTC

What's happening across the district? Are we sharing it? What's the impact of the race of the teacher on the curriculum/instruction? Who is in these classes (African Am History, etc.).

genetg — 2023-01-11 16:57:41 UTC

Why is a course like African American History an elective? The curriculum is white washed - our evidence -- we have to make room for "supplemental" curriculum!

genetg — 2023-01-11 16:58:37 UTC

How many of our teachers know how to teach in this way - ask probing questions of students, etc. They may be tenured, but are they prepared? How do we ensure that white teachers know Black history, about a range of books, etc,

genetg — 2023-01-11 16:59:59 UTC

Black joy is important!

genetg — 2023-01-11 17:00:11 UTC

What are we doing across all elementary schools? What's our common language? Common values? Common curriculum?

genetg — 2023-01-11 17:01:06 UTC

Project-based learning demands a different form of assessment - and scholars then have different ways to show what they know and can do.

genetg — 2023-01-11 17:01:58 UTC

Curriculum like the Amistad curriculum or peaceful protest demands that leaders step up and say - "No, this is important for all of us, not just for BIPOC people."

genetg — 2023-01-11 17:03:16 UTC

How do we support leaders (ourselves!) in having courageous conversations?

genetg — 2023-01-11 17:03:52 UTC

Newton begins

2023-10-21 15:42:20 UTC

Newton begins

2023-10-21 15:42:27 UTC

Newton begins

2023-10-21 15:42:33 UTC

Newton begins

2023-10-21 15:42:39 UTC

Newton begins

2023-10-21 15:42:48 UTC

Newton begins

2023-10-21 15:42:56 UTC

Newton begins

2023-10-21 15:43:02 UTC

Newton begins

2023-10-21 15:43:10 UTC

2023-10-26 17:00:10 UTC

Students had agency in their learning as demonstrated by choices in how they engaged with the material.

Black Wall Street

2023-10-26 17:00:47 UTC

Using news footage, songs, and articles so that kids could choose how to learn and what their entry point was.

2023-10-26 17:00:48 UTC

Explicit connections to their lived experiences that shows cultural responsiveness: finding their identity that motives their work.

2023-10-26 17:01:00 UTC

The leadership was supportive of teachers connecting the curriculum with real world events, sharing the vision that the teachers and students were passionate about.

Tiny House as a way to learn physics is a real world action to solve a need in the community and learning business concepts while making the connection while learning skills

2023-10-26 17:01:25 UTC

2023-10-26 17:01:26 UTC

The curriculum and instruction were relevant to the real world issues students were interested in.

2023-10-26 17:01:30 UTC

Developing hands-on experiences created conditions for students to more deeply grapple with and engage in their learning

2023-10-26 17:02:02 UTC

Explicit connection to the narrative of resistance

Black Wall Street

2023-10-26 17:02:30 UTC

Kids had ownership over their learning and the teacher felt empowered to address it (could speak to school climate and leadership)

SEL-Student leadership helped with the leadership and collaboration of the little house project

2023-10-26 17:02:35 UTC

Tiny Houses

2023-10-26 17:02:35 UTC

Will become a community resource, recognizing the needs in a community.

2023-10-26 17:02:45 UTC

Students' awareness of their impact on solving a societal problem builds ownership and empowerment.

2023-10-26 17:03:19 UTC

Cultural heritage and funds of knowledge affirmed and centered in learning experiences

Physics Class

2023-10-26 17:03:21 UTC

The project was building tiny homes.

Tiny house

2023-10-26 17:03:40 UTC

Saw a problem in the community, educated themselves about it, and offered up a practical and physical solution.

2023-10-26 17:03:42 UTC

The tiny house project showed strong community engagement and partnership, while allowing students to continue learning the standards. They felt ownership and success by contributing to the community.

Tiny Homes

2023-10-26 17:03:51 UTC

Collaboration, systemic change, community engagement

2023-10-26 17:04:00 UTC

students taking a leadership role by learning the standards and facing challenges together in the community

2023-10-26 17:04:11 UTC

Relevant decisionmaking processes -- a project that holds meaning and had first hand in solving

2023-10-26 17:04:39 UTC

building a home was going to be hard work, but the student in the video thought about how many people would be able to benefit from his work after

2023-10-26 17:04:57 UTC

Leadership was flexible teacher was comfortable listening to the students. Students are also leaders in the small house project

Was able to see how their worked helped out the community.

2023-10-26 17:05:12 UTC

The teacher used phrasing that allowed students to admit if they did not yet know something. They stated that it was okay if they didn't know yet, and allowed students to engage in risk-taking and productive struggle while learning something new.

2023-10-26 17:05:20 UTC

Students were critical consumers of content and interrogated the reasons of why they had not been exposed to this knowledge sooner in their educational journeys

Course

2023-10-26 17:05:35 UTC

The course engaged students in a topic students didn't know about. The student said, "Did Black people fight for independence?" We learn about white people fighting for independence but we need to learn about Black people fighting for independence.

Tiny house

2023-10-26 17:05:39 UTC

A more comprehensive approach to successful learning with project-based learning. And the house needs to stand up.

2023-10-26 17:06:06 UTC

Creating a culture of honesty and open communication

2023-10-26 17:06:16 UTC

relevant to other core areas because someone would have had to approve, think about, and organize initiatives and culturally relevant topics

UDL

2023-10-26 17:06:25 UTC

Students were able to choose two resources for their research and could choose how they represented their learnings.

Tiny house

2023-10-26 17:06:28 UTC

Principal is the "talking head" for the project. Clearly loving the project.

Teacher Talk/Student Talk

2023-10-26 17:06:58 UTC

Teacher provided background knowledge really concisely on Wall Street then Black Wall Street then kids got busy.

The quote from the student when learning about Black Wall Street, "Did we resist?" - in Elementary School Boston Tea Party is taught - why aren't we taught about Black resistance? - Teaching a full history of this country (black history IS history of this country) including all voices will also impact Social Emotional Core Area 7 & School Environment and Climate Area 4

2023-10-26 17:07:01 UTC

2023-10-26 17:07:15 UTC

Project allowed students to demonstrate their mastery of the content in various ways ie: building a house as opposed to taking a test

2023-10-26 17:07:29 UTC

The videos shown reflect the creativity of teachers and their flexibility in engaging students while also impacting the community and engaging their interest. Leadership has to be on board and supportive of this work.

2023-10-26 17:07:50 UTC

The question what history hasn’t been taught.

Standards and curriculum were project based and not like work given to the kids.

Students unpack their own sense of identity skills - they can relate and not isolate

2023-10-26 17:08:26 UTC

2023-10-26 17:08:31 UTC

We saw student voice being prioritized in the evaluation process.

2023-10-26 17:08:35 UTC

Project based learning

2023-10-26 17:09:21 UTC

Is this limited to these specific classrooms or is it a part of the school culture?

2023-10-26 17:09:23 UTC

the teacher was assessing the students evaluation of the question and topic she was teaching about (wall street vs. black wall street and what it means)

Teacher Mindsets

2023-10-26 17:09:25 UTC

Teachers believing that STUDENTS do the learning. Not a "banking" model (a la bell hooks and Friere!).

2023-10-26 17:09:38 UTC

What does Administrative support actually look like in these schools? It seems more clear in the Oakland example.

2023-10-26 17:10:07 UTC

Not all approaches work with all children.

2023-10-26 17:10:45 UTC

What are the schools like in the video we saw? We see two classrooms. Is there support and encouragement for projects like that?

Tibetan flag

2023-10-26 17:10:57 UTC

Sense of being seen! Esp students who see Tibet as their COUNTRY. That identity is represented in their classroom.

2023-10-26 17:10:59 UTC

Wonder how this approach to teaching the content translates to more standardized assessments.

2023-10-26 17:12:51 UTC

A student called out events and people he learned about previously and questioned the events taught, such as the Boston Tea Party and Martin Luther King Jr. but not events taught previous to that or include culturally relevant or multi-cultural instruction

Teacher Self-Awareness

2023-10-26 17:14:49 UTC

"Help kids make sense of what's happening and not stay quiet. We have to talk about racial realities." (paraphrased I guess)