Inquiry to Action Groups 2014: REGISTRATION

Teacher Action Group (TAG) is excited to bring ItAG's back to Philadelphia for 2014!

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

ItAG Introductions

Black Music as Rebellion: The African American history curriculum woefully neglects the role of
music in developing political and social consciousness. We will explore the intersections of Black
music and social action with other teachers, and build a curriculum or lesson ideas to supplement our
classrooms. (pg 2)

English Content Area Meet-Up: English teachers will meet up to discuss a common concept, idea, or
challenge. Topics may include project-based learning, non-canonical texts, skills instruction, realworld
writing, and more. (pg 2)

Leveraging Student and Faculty Voice to Improve Your School: Participants will investigate a
range of models that incorporate student/faculty voice into classroom and school decision-making
structures. We will all identify a specific school-based problem, design and implement a
student/faculty voice project around it. (pg 2)

Locally Relevant Mathematics with the Community Based Mathematics Project: This ItAG will
focus on how to make the learning of mathematics more relevant and engaging for students in our
community. We will use locally relevant contexts to increase students’ access to mathematical
knowledge 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 effective
peer mentoring partnerships in teaching within schools and professional communities. Topics will
include sharing ideas for connecting mentors and mentees, areas of focus for mentoring, and building a
mentoring community. (pg 3)

Philadelphia as Classroom: An Inquiry into Connected Learning Experiences: This ItAG will
develop ways to partner local institutions and professional communities for student learning
experiences beyond classroom walls. We will use the Connected Learning framework, which pushes
for more interdisciplinary problem solving, critical thinking, and communication in student learning to
inform the dialogue. (pg 4)

Social Justice Educators on the Path to Cultural Relevancy: Participants will build on discussion of
research as well as personal and classroom experiences to hone their abilities to make their
classroom/context more relevant with respect to linguistic diversity, socioeconomic groups, ethnic
heritage, 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 justice
unionism means and collectively figure out how it translates into our current reality, both as organized
teachers 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 the
minds" 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 personal
research project aimed at strengthening classroom practice and generating knowledge for other
educators. Join us if you are an educator who asks questions aimed at improving your practice and are
interested in seizing the opportunity to answer them. (pg 5)

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