• Needs and Wants

• Community Helpers

  1. How did your sections relate to Loving Engagement?

  2. To which other principles did your section connect?

  3. How did this article relate to your school context?

• City Planning

• Revising 2-Dimensional Drafts

  1. How did your sections relate to Loving Engagement?

  2. To which other principles did your section connect?

  3. How did this article relate to your school context?

Break out group 3

• Value Based Building

• Ethically Reimagining 

1. How did your sections relate to Loving Engagement?

2. To which other principles did your section connect?

3. How did this article relate to your school context?

Why are you LOOKING at me?

I actually did it this year!

My kids really engaged well with the film I chose to use and one of my groups really stepped up to create a visual set of resources for us to post in the hallways :) they really flourished with being able to direct themselves to how they wanted to engage with the ideas, the film, etc and present out about how they engaged with all of it

Grows - more classes engaging, a wider variety of tasks, more student driven

The Special Education students at my school made posters using Black men and women that succeeded in different areas in the nation, with quotes encouraging themselves and fellow students.

It was really very impressive, and you could see students and staffs stopping by to take a look and read.

Grows: Learning and participating in more of these topics activities with my students... trying to maybe do this twice a month (every 2 weeks)

Working with 8th graders that I share with my math colleague at DelSesto, I found more of a buy-in and engagement with my classroom activities centered in the black experience. It felt authentic and I had students recommending scientists to learn about over the course of February.

Grows:

I feel that I could have made a larger impact at my school through reaching out to more colleagues with resources that they could leverage to participate and contribute to our community initiative.

1. felt really good about connections to the novel i chose to teach in february, Homegoing, and so many of the principles.

2. Brought in poetry and literature but also was able to bring in explicit connection to resistance and revolution using some video about transatlantic slave trade, emmett till, watts riots/rebellion and george floyd.

grows

1. i talked with colleagues about the week but i didnt disseminate materials or check in to see if we could collaborate or if they needed support.

2. because i felt guilty about that, i didn’t check in after the fact to see what others (except dean who is here) did. there might have been some cool stuff. and i know it’s not too late. but i feel a little shy maybe even embarrassed that i wasn’t much help.

They researched: history of gospel music from slave songs; conflict regarding birth of gospel; Hughes poems.

Analyzed similarities of poems and music

Identified ways to find personal voice and use it to claim identity.

Showed how Hughes used his voice and identity to disrupt racism.

Appreciated the art forms;

Wrote their own poems.

I did not feel that the week of action was widespread enough.

Grow: would love to see it expand and reach more

Grows - always want to do more! wish I could have done a multi-subject project that was more integrated vs. just doing it during morning meeting/SEL block