While I have gradually made integrations of technology into my classes, this is super new territory for me.

In other news, lol, I live in France for most of the year and Summer there has been great so far, sunny and great temps, but I am not looking forward to the big heat sure to come and the Olympics will be chaos.

I am super interested in this topic that we are addressing and I look forward to finding out about all of you!

Have a cool and great day!

The integration of the idea of simulations and equity is a bit more fuzzy to me given that I do not know the algorithms that govern the simulation programs themselves and if the idea of equity is a fundamental part of how those avatars will respond. As a means of providing a basis for discussion with students in reflection on their performance, it certainly lowers the stakes for actual pupils and provides an avenue to talk about the more complex ideas around equity practices in a more "realistic" manner. -Jenny

My name is Judy Sanchez. My journey at Hunter has come full circle. I attended Hunter during my undergrad and grad studies (many moons ago!). In 2019, I joined the adjunct faculty team teaching ECC703 - Curriculum and ECC 716/718 Student Teaching.

Throughout my years in the early childhood field, I have had the pleasure of working in various educational roles. I am particularly passionate about building teaching capacity to help teachers become more effective and intentional in order to sustain children and adults' love of learning.

I am excited about the opportunity to learn, reflect, and collaborate with everyone. I believe that by working together, we can create a dynamic and enriching learning environment for our students.

Summer has been filled with exploring, rekindling, and learning.

I am very passionate about teaching, specially working with students with different abilities. In connection to this, I find that if we provide the proper tools to students, anyone can improve in their abilities and learn how to thrive in difficult environments. I also firmly believe in advocacy. Many times, families who do not speak English, must navigate systems that may be confusing or not as accessible. I work hard to help families of students with disabilities learn how to find help and support.

Every year, I look for experiences that can help me in my work with students and families. I am excited for this camp. I look forward to working with other professionals and learning together!

Many of the readings and videos for this session were focused on Equity. The video Equity Vs. Equality stressed key points regarding Equity vs. Equality. Richard Milner, Vanderbilt University Professor, spoke about the importance of being conscious of our actions and prompted us to reflect on whether we are focusing on equality or equity. In our practice as educators, it is important that we base most of, if not all, of our decisions on what students need rather than focusing on doing the same thing for everybody.

Many times students do not have control of debilitating factors that directly impact their education and their future. A teacher with an equity lens provides the necessary supports for students who are struggling due to their life circumstances. Richard Milner emphasized that an educator with an equity mindset looks at privilege as one of the factors that impact student success. Therefore, these educators ensure that they provide students who need additional support with the necessary tools and experiences that will help them as they make their way into adulthood.

My learning relates to our equity lens because it gives me more tools and strategies to support teachers and students. In my position as a seminar instructor, I plan share and discuss these resources in class. New teachers must learn about Equity and how to support students facing hardships. We all have to act on the individual needs of students.

I am an adjunct and field supervisor here at Hunter College, working exclusively with teachers who are in ECC 717. I am excited for this training session(s) because I would like to expand my digital literacy. I feel like technology has been changing so rapidly, it's a lot to keep up with and I feel like I have taken myself out of the race. I am eager to learn as much as I cam over the course of the next few days.

This summer I'm in grad school 2.0, working on a degree in leadership and school administration, so I've been very busy completing assignments, I am looking forward to a vacation coming up in late summer.

-Jere D

I have heard about simulations before, but have yet to see it used as a way to support teacher candidate in college programs until today. I thought it was interesting for simulations allow for the refinement of approaches before implementation in real classrooms but am curious to see how accurate simulations can be.

In terms of equity, simulations can help teachers recognize and address their biases by recreating classroom scenarios that highlight unconscious biases and their impacts. This increased awareness, coupled with reflective practice in simulated interactions, helps teachers understand and adjust their behaviors. The simulations can provide a safe space for teachers to practice equitable teaching skills and develop strategies for developing a more inclusive classroom.

The readings on equity vs equality were very impactful. My work in special education has me always looking at situations with an equity lens and it is so important because teaching is not a one size fits all practice and students need modifications based on their individual profiles. No 2 students are the same and it is not fair to have them meet expectations that are not realistic for them.

The reflection piece that was discussed is also a very valuable teaching tool and it is really important for teachers to be able to reflect on things that have happened so that they can consider what they may have done differently and to consider what is working and what needs to be changed.

The focus on learning supports the work of equity by helping to reflect, recognize, and honor the students we serve. It is about supporting students by creating an inclusive environment where all learners feel safe. Including cultural relevance helps to reflect the experiences and backgrounds of all students. Differentiating instructions offers complexity and support, empowerment, and addresses biases. The resources shed light on the work needed to address equity in achievement gaps. Rich Milner addresses these issues well. I particularly liked the way he said, "Individuals make the systems, so each of us has to take our own role and responsibility in helping to build the kinds of systems and places that we want and deserve to experience educative opportunities." This emphasizes the important work we do and promote.

I had no prior knowledge of the teacher simulation concept prior to this module. I enjoyed watching the videos of the teachers sharing their reflection and feedback on what they learned from engaging in the simulations and reflecting on the scenarios in the practice space. In the equity vs equality unit, important information was shared on the differences between the two mindsets. The professor in the video highlighted the examples of teaching, planning, and supporting students’ individual needs to set them up for academic success. It was also emphasized that it is important to try to lessen the focus of implementing the same approach in the delivery of instruction for all students the same way. Fair and equitable classrooms are spaces where every single student receives the support and attention that they individually need. Those who utilize the equity mindset in their teaching engage in reflection of the planning, implementation of instruction, and the classroom environment. Teachers who work with the equity mindset are open to updates and revisions to the planned lesson content as necessary to ensure the learning environment and setting allows for flexibility and accessibility. Modifying the content and assessments to meet the individual needs of each student is an approach that is fitting to the students’ needs. All students need something different and it is important for the teachers to have opportunities to engage in reflection of their knowledge and practice to understand that it is part of their role to do their best to provide the students with what they need. Practice spaces are great for helping teachers with reflection of their teaching practices. Building rapport, establishing, and maintaining meaningful relationships with students is invaluable to our work.

One way that I can use simulations in my course, to start, is by presenting a scenario to teacher candidates that can be addressed  in multiple ways. For example, analyzing a common situation they will face at the start of the school year. In September, children will need to learn routines. As part of the module, I will ask students to explore different ways to teach routines and expectations. In addition, I will have them revisit this resource if one of the strategies they implemented  did not yield the intended results. They can also come back and add on other strategies they attempted.

What I really want to use more are the provocative scenarios that can be highlighted in Teacher Moments. This rapid response technique really emphasizes the on your feet thinking, but then gives a chance to reflect and even to change thinking when presented with additional information or knowledge (such as in the Jeremy scenario) to the actual teaching in action process. Something that might be a good topic would be an in the moment situation where a child needs differentiation of a lesson and thinking about the multiple ways that could be addressed.

Jenny

In equity and equality unit I agree that you need to provide modifications and adaptations to students. A child's home experience

I would consider using teacher simulation as I believe it is hard to provide examples of certain situations and I think this technology can be helpful for specific scenes and problem solving opportunities.