Inquiry to Action Groups (ItAGs) are an opportunity for teachers to build community by learning together, developing as activists, and linking social justice issues with classroom practice.
Small groups will meet weekly (for a total of six, two-hour sessions plus a kick-off event) between February and April to share experiences, respond to readings, exchange ideas and develop plans of action.
District educators are eligible to receive Act 48 Credits for participating.
Below find a short description of this winter’s ten ItAGs. For longer descriptions, check out our website: www.TAGPhilly.com/itags. Then, register for up to two ItAGs at the bottom of this form.
2014 Inquiry to Action Groups
Black Music as Rebellion: The African American history curriculum woefully neglects the role ofmusic in developing political and social consciousness. We will explore the intersections of Blackmusic and social action with other teachers, and build a curriculum or lesson ideas to supplement ourclassrooms. (pg 2)
English Content Area Meet-Up: English teachers will meet up to discuss a common concept, idea, orchallenge. Topics may include project-based learning, non-canonical texts, skills instruction, realworldwriting, and more. (pg 2)
Leveraging Student and Faculty Voice to Improve Your School: Participants will investigate arange of models that incorporate student/faculty voice into classroom and school decision-makingstructures. We will all identify a specific school-based problem, design and implement astudent/faculty voice project around it. (pg 2)
Locally Relevant Mathematics with the Community Based Mathematics Project: This ItAG willfocus on how to make the learning of mathematics more relevant and engaging for students in ourcommunity. We will use locally relevant contexts to increase students’ access to mathematicalknowledge and skills for thinking critically about the world around them. (pg 3)
Partnering through Mentoring: In this ItAG, we will explore qualities and strategies for effectivepeer mentoring partnerships in teaching within schools and professional communities. Topics willinclude sharing ideas for connecting mentors and mentees, areas of focus for mentoring, and building amentoring community. (pg 3)
Philadelphia as Classroom: An Inquiry into Connected Learning Experiences: This ItAG willdevelop ways to partner local institutions and professional communities for student learningexperiences beyond classroom walls. We will use the Connected Learning framework, which pushesfor more interdisciplinary problem solving, critical thinking, and communication in student learning toinform the dialogue. (pg 4)
Social Justice Educators on the Path to Cultural Relevancy: Participants will build on discussion ofresearch as well as personal and classroom experiences to hone their abilities to make theirclassroom/context more relevant with respect to linguistic diversity, socioeconomic groups, ethnicheritage, and more. We will work towards collaborative action that reaches beyond our ItAG. (pg 4)
Social Justice Unionism: Teachers will develop a greater understanding of what social justiceunionism means and collectively figure out how it translates into our current reality, both as organizedteachers in the PFT and largely unorganized charter school teachers. (pg 5)
Social Studies Content Meet-Up: This group is intended to serve as a space for a "meeting of theminds" among Social Studies educators. Potential topics are thematic teaching, authentic assessment,teaching source analysis, student-centered inquiry, balancing content with skills, and more. (pg 5)
Using Teacher Research to Create Powerful Classrooms: Each participant will develop a personalresearch project aimed at strengthening classroom practice and generating knowledge for othereducators. Join us if you are an educator who asks questions aimed at improving your practice and areinterested in seizing the opportunity to answer them. (pg 5)