Equity Pedagogy Graphic Organizer
How will you connect to students’ prior knowledge, assess specific skill levels, anticipate potential misconceptions?
Every lesson in this unit builds on and extends learning from the previous units. This provides the opportunity to intentionally review, revisit and extend as an aspect of each lesson. Entry tickets, written responses or pair shares framed by a question to connect to prior learning could serve as a review, an assessment and a way to surface misconceptions.
Learning Activities / Essential Questions
Progress Monitoring / Formative Assessment
How We Learn
What are the various theoretical traditions that describe how students learn and develop, and how can these help me be a better teacher?
Overview of theoretical traditions with links to underlying assumptions about learning, learners, purposes of education, what counts for knowledge, and strategies associated with each PPT and handout for resources.
Watch and Discuss: Sir Ken Robinson’s “Changing Paradigms” in Education. Ask students to listen for what he sees as the purposes of and approaches to education and how the times we are living in require us to rethink education.
Jigsaw analysis and presentations using videos from the teaching channel that reflect methods representing different traditions.
Thinking about the different approaches presented, ask students if there was one approach that they believe would be a better fit for their learning preferences, and explain why. Then compare across individuals for commonalities and differences.
Graphic Organizer that analyzes video drawing on traditions handout.
Give an example of where you saw one of these approaches used in your own experience as a student. How effective was this for you?
Students with Special Needs
If we identified only the things that an individual struggled with or was not good at, then even a highly successful person would look like a failure – why do we do this to students in schools?
Introduce students to person-first language, separating the person from the label to intentionally disrupt the labels that are often used in schools. Emphasize that every person is a unique and complex combination of different strengths and challenges. Encourage students to adopt a strength-based stance towards all students.
Revisit the laws and policies around ELL & SPED and the concept that these categories are socially constructed. While these can help us understand aspects of a person as a learner, they can also create biases.
Interview a teacher: Ask students to speak to the teacher with whom they are working in schools about the types of special learning needs they see in students and the strategies they use to support them to be successful.
Consider inviting speakers from advocacy agencies or family members of students with special needs to talk about strengths, needs and what they hope for in the lives of their students / clients.
Identify resources, including professional and family partners that teachers can use to better serve their students.
Ask students to identify one learning difference, either one that interests them or one that a student with whom they work struggles.
Ask students to identify a resource online that helped them understand the challenge and strategies that could help. Ask them to write a brief summary with the citation. You may have to model and discuss how to identify a quality online resource.
Have students work together to consolidate an annotated reference list with summaries of the challenges, effective strategies and citations.
Rather than asking how intelligent are you, why don’t we ask how are you intelligent – what are multiple intelligences and how can they support more students to succeed?
Introduce multiple intelligences (MI) (Survey, PowerPoint, Graphic, and Handout) and ask students to complete an MI survey. Once finished, ask them to identify examples of projects or assignments that would use their strengths. Compare and contrast, asking, "How are we alike and how are we different?"
Watch the video on Reggio Amelia inspired school, “The Joy of Learning” as a way to explore how a school can incorporate MI to develop learning. Ask students to identify the MI they view in the video.
Have students work in teams to identify ways they have seen or could integrate the different intelligences in their classes. Report their ideas to the group, adding ideas to their lists.
What did you learn about how you are intelligent and what this might mean for you as a learner?
How can we plan instruction in a way that supports a range of students to succeed?
Introduce key concepts of learner differences and differentiated instruction and ask students to self assess as you introduce key concepts. Using the handout on differentiated instruction, ask students to think about their experiences in schools, as students and assistants.
In small groups, ask them to describe examples of differentiated instruction they have observed or experienced and identify ways a teacher intentionally differentiated instruction to support students to succeed.
Then have each group view a different approach to DI from the teaching channel. Ask each group to do a short presentation using visuals, a graphic, and an outline to summarize what they learned from their video.
Using visuals, a graphic, and an outline to summarize what they learned from their video.
English Learners /Multilingual Students
If being bilingual is a sign of being an educated person, then why do we so often view second language in school as a problem rather than an asset?
Provide an overview of language acquisition. Depending on who your students are, you may have language experts in your classroom who can add depth to the discussion.
Again, ask for strategies they have observed or experienced that were effective or incidents that were frustrating and explain why they picked this. Provide students a “tip sheet” on working with bilingual learners.
Watch select videos in class together, ideally that show strategies chosen based on the students’ language levels. As a class, ask them to describe what they saw as effective.
If students are working with an English language learner, especially a level 1 - 3 student, consider having them
As a class, watch “Speaking in Tongues” about bilingual education and ask students to identify the arguments they heard in the documentary for and against bilingual education. Talk about these after the film.
Ask students if it makes a difference referring to students as Bilingual Learners or English Learners. Are all students in our schools English Learners? Which term do they prefer and why?
Learner Profile Assignment
What have I learned that can help me understand myself as a learner and be more successful?
PBA 1 is Learner Profiles (Self and Student): Identify elements of physical, intellectual, emotional, and social development of children and youth. Apply theories of child and youth development to factors that influence development and learning. Consider multiple lenses, such as multiple intelligences, learner preferences, funds of knowledge, motivation and strengths in understanding how individuals learn and therefore ways to support their learning and development. Students will complete a profile of himself or herself as a learner and if working in a classroom at the time, will then use the same framework to develop a profile of a student in the practicum setting.
PBA 1 tools:
Drawing on the theories they have learned about so far, have students write profiles of what they have learned about themselves as learners. What are their strengths, challenges and preferences in learning? What are ways that teachers can support them to be successful? What are strategies they can use to support their own learning?
As an extension, ask students to later complete a profile of a student in the practicum classroom.
Developing Comprehension Strategies
What are the practices good readers use to understand when reading difficult text, and how can I develop these same strategies for my students and myself?
Introduce Comprehension Strategies (PBA 2a Pre, During and Post Strategies) as those that good readers use, and link this discussion to metacognition. Provide an overview of different strategies and a handout that links language frames that support development of these strategies.
Select an engaging children’s text that is culturally relevant and do a read-aloud with your students, modeling a guided practice of developing a strategy in a format of “I do, we do together, you do together, and then you do independently.” Consider using the PBA 3a Lesson Plan Exemplar. Give students a sample lesson plan that reflects the lesson you taught, emphasizing the questions and language you used. Note: This is a great lesson to bring a Title I or elementary teacher in to support so students see a variety of professionals.
PBA 2 Reading Strategy Bookmark: Following the lessons on metacognition and comprehension strategies that good readers use, place students into teams and create a bookmark that briefly describes the strategy (e. g., making connections, predictions, raising questions, finding picture or context clues) and then gives sentence frames that support a peer mentor, family member or teacher to use the strategy with a student. These will be published and used to support students while tutoring in and out of school. Examples of PBA 2.
Culturally Relevant Materials / Assessing Bias in Educational Materials
Review the definitions of Culturally Relevant Teaching and explain WHY students can do more challenging thinking and writing when they are considering things they know well.
Provide a handout to students on how to analyze books for bias or stereotypes. Ask them to review books in their library, textbooks, or other examples you provide. This list should include the analysis and lessons learned in the process.
Now ask students to select a culturally relevant text to use in developing a lesson for a read-aloud with an individual or small group of students.
Culturally Relevant Read-Aloud
How do I put my knowledge of my students, reading strategies, and culturally relevant literature into practice in developing a lesson?
PBA 3 Culturally Relevant Read-Aloud with Purpose: With your support and that of their mentor teacher, students plan, teach and reflect on a lesson for an interactive read-aloud that employs a reading strategy in a guided practice using a culturally relevant book they chose for the students based on their knowledge of these individuals.
Ask students to draw on students’ words and work to assess how effective their teaching was. What went well? What would they change to make the next lesson even better? Emphasize that even experienced teachers learn from every lesson they teach.
Asking students to self- reflect on their knowledge and practice as they proceed through this lesson planning, teaching and assessment can help develop self- assessment skills, the ability to identify questions, use resources, and develop critical reflection on practice. Frequent discussions or quick writes can support development of the lessons and learning that results from it.
Case Study/Socratic Seminar Journal
Students will explore selected case studies of equity pedagogy practices and / or bring in challenges they faced to develop their own case studies. See PBA 4a: Socratic Seminar Structure and Sample Questions /Cases.
Specific resources, case studies and structured reflections will be provided in the online portal to be used for ongoing Socratic seminars to reflect on practices.
All exit tickets, structured reflections and case study reflections are recorded in the PBA 4: student’s journal. This becomes a running record of his / her thinking over time. It becomes a resource for writing a philosophy of education paper as a culminating essay at year’s end
 Edutopia: online MI survey http://www.edutopia.org/multiple-intelligences-assessment
 Differentiated Instruction http://www.readingrockets.org/article/what-differentiated-instruction. Printable handouts.