Invitational Summer Institute

Wednesday, July 22, 2020

Day 8 - Welcome!

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Please mute yourself. Also, in the top right hand corner of your video display, click the three small dots, then click rename and add your pronouns there.

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Today’s Focus Question

How can I foster and sustain critical literacy?

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Links for Today

9:00 Parking Lot, SIGs, and Resources Doc

9:10 Reaction Sheet - Day 7

11:30 Reaction Sheet

1:00 Susan Brown

• Life Histories Center Performance as Response to Text (Browne & Madden, 2020)
• Reading, Writing, and Performing Life Histories to Explore Complex Interactions Between Life and Texts (Browne & Madden, 2020)
• Slipping Away (Woodson, 1994) (required reading)

2:00 Primary Sources and Analyzing Multiple Perspectives (Register here)

Reflections - Day 7

Welcome! Pull up a chair around our circle

(grab a “chair”; click to edit your name, then drag and drop to sit next to someone)

Javaha

Jada

Sherese

Name

Kisha

An

Allison

Rayla

Lisa

Beth

Template by Training for Change

Name

Katie

Melissa

Tiffani

Barrett

Karen

Hannah

Robert

Shelly

Ariel

Name

Debbie

Zoë

Gwen

Mary

Eli

Writing into the Day

Think about today’s focus question: How can I foster and sustain critical literacy?

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What resonated with/challenged you from last night’s readings?

• Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
• Reddy-Buttkovich, K. (2007). On the verge of understanding: A district-wide look at student writing. National Writing Project.
• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp. 37-51). Routledge.

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Create a vision/plan...

Guiding Questions:

• Imagine your audience: your principal, students, community, colleagues. What would you like to say to them about all you’ve experienced thus far?
• What is top of mind for me?
• What have you learned? What is your plan to foster and sustain critical literacy in your classroom? school? community? within your inquiry groups?
• How will you engage with students? Which primary sources might you use?
• What resources, materials, texts, lesson plans, scopes, unit plans will you use, create, revise, reimagine?

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Resources:

• video on students and critical literacy
• article on key aspects of critical literacy
• LOC Teachers Page and TPS Teachers Network
• tinyurl.com/philwp2020
• Prior readings & inquiry group documents

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Writing Workshop

In your group . . .

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1. Each person/group shares their vision/ plan (2x if possible)

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• Group members respond on the “sticky” using two prompts:
1. What stands out? What works?
2. What I’d like to know more about...

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• “Stickies” are read aloud and delivered to the reader (email, text, etc.) who may respond to certain comments/questions, but responders should respect the writer’s wishes to quietly reflect on feedback.

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• Everyone is reminded to be descriptive, not evaluative, in their responses.

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Use a word to describe how you are feeling after day 8.

Hopeful

Good Vibes

Brave

protected

action-oriented

READY!!!

Nervous

Part of a team

Part of an actual team

“Good-trouble”

Vibing

supported

Action > Words

Rebellious

LET’S GO!!!!!!!

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Productive

Moving forward

Motivated

Hopeful

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empowered

anticipation

In a learning community

Reflective

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Day 8 Afternoon Activities

• Reaction Sheet
• Journal Groups
• Suggestion: Add a Piece of Writing to the TPS Teachers Network (open invite to contribute; maybe start a new thread?)
• Prepare for Susan Browne - 1pm (same Zoom room)
• Prepare Readings for Thursday:
• Ballenger, C. (2009)
• Cochran-Smith, M & Lytle, S. (2009)
• Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009)

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