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Invitational Summer Institute

Tuesday, July 14, 2020

Day 2 - Welcome!

Day 1 resources available at tinyurl.com/philwp2020

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Welcome! Pull up a chair around our circle

(grab a “chair” from the right; add your name; drag and drop to “sit” next to someone)

Tiffani

Javaha

Gwen

An

Rayla

Shelly

Zoë

DEBBIE

Hannah

Katie

Allison

Template by Training for Change

Lisa

Beth

Trey

Ariel

Melissa

Mary

Eli

Robert

Karen

Kisha

Jada

Barrett

Emmy

Sherese

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Agenda: Tuesday, July 14

9:00 - 9:05 Welcome and Housekeeping

9:05 - 9:25 Review Reflections (Text Rendering and Virtual Circle Protocols)

9:35 - 10:10 Brave Spaces: Writing into the Day, Home Group, Whole Group

10:10 - 10:20 Break

10:20 - 11:05 Inquiry into Building Community with Primary Sources

11:05 - 11:20 Pose, Wobble, and Flow: Individual Writing

11:20 - 11:40 Pose, Wobble, and Flow: Whole Group Discussion

11:40 - 11:45 Closing

Afternoon Journal Groups, Reaction Sheet, & Asynchronous Activities

(Exploring the loc.gov; Reading for Tomorrow)

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Writing into the Day

Building Community: “Brave” Spaces

Look back at your pre-institute reflections on the TPS Teachers Network.
Consider what Brazas & McGeehan and Dankowski (who summarized Love) wrote.

What resonated with you?
What challenged you?

9:25 - 9:30 (Barrett)

Writing into the Day: We’ll continue to reflect on community using writing. Take a moment to look back at what you and your peers wrote about creating “brave” spaces in your pre-institute posts. Identify something you or someone else wrote about and respond in writing. Try to identify something that resonated with or challenged you. You might also bring in an idea from the Brazas & McGheehan (2020) or Dankowski (2020) readings. Maybe there was something you weren’t thinking about yet—and are glad you’re thinking about now thanks to something you read. You can add your response as a reply for others to see in the TPS network or you can write it in a notebook.

Write as individuals; be prepared to then share in home groups starting with serial testimony protocol..

9:30 - 9:40

In home groups, discuss what (1) resonated and (2) challenged you about creating a brave space. Also, was there anything from the Brazas & McGheehan (2020) or Dankowski (2020) readings that resonated or offered a challenge? Add at least one point of resonance and one emerging challenge or tension to the note-catcher. Designate a recorder. While Barrett introduces, Robert will put everyone in breakout groups

9:40 - 9:50

Back in the whole group, reflect on what was written in the note catcher. What are we taking away about building community together as practitioners? What will we be attending to as we engage with one another? (copy and paste in chat)

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Today’s Focus Question

What does community mean for me as I think about re-entering my building and teaching again?

This question can help us think about...

how we’re building community together as practitioners,
how we might work with our students to build a classroom community, and
how we might work with students to explore what being part of a community outside of school could look like.

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Unit Guiding Questions

What does it mean to be part of a community?

What do we like about our community?

Is there something we might change?

What might it look like to try to make our community better?

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What

do you notice?

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I see...

I think...

I wonder...

Says “red coach lettuce”
People are holding signs and walking
Caesar Chavez (pk) and birth dates
Dolores Huerta was there, too
Only one lady, maybe two
The lady has a bird on her shirt
It’s in black and white
The woman’s shirt says, “United Fair (?)/Farm Workers” → they’re a union
A man has a black shirt with a white collar
Signs say “don’t buy” lettuce
Not all facing in the same direction because some backs are turned
Says Herald-Examiner

People demonstrating
People are marching and protesting
It’s old → This didn’t happen that long ago (pk about clothing; dates for Chavez)
There’s a priest
Boycott (pk)
The people look happy
One guy looks angry
Different ages of people as well as different races and ethnicities
Some look older
In front of a Safeway (pk)
Published in a newspaper

Was this picture actually done in black and white or is it recent enough to have been produced in color?
Why are they protesting?
When and where did this take place?
What’s wrong with the lettuce?
What’s a Safeway? (grocery store)
Who are these people?
Where are they walking to?
Who organized this?
What does the bird symbolize?
Why did the church come?
Who are the United Farm Workers?

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3rd

Grade

Class

say

^

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What do you wonder?

What do

you notice?

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See

Think

Wonder

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3rd Grade Class

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Where do we go next?

Review the questions we asked after our first analysis. Did we find any answers (even partial ones)?

What new questions stand out?

In the chat, suggest where we might go as part of a further investigation.

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What connections do we see?

Which questions

does the book

help us answer?

What new questions do

we have?

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Pose: a stance or mindset you willingly take on as a teacher for well considered reasons

Wobble: a calling to attention, a provocation of response . . . It nudges us toward action. It suggests we get out of our chair and do something

Flow: moments of psychological well-being one experiences in singular moments during the everyday course of teaching

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Pose, Wobble, and Flow

Garcia & O'Donnell-Allen (2015) challenged the “alluring notion that there’s a set of best-practice teaching methods somewhere out there that are so foolproof they should come with a money-back guarantee. As [bell] hooks points out, ‘engaged pedagogy recognize[s] that strategies must constantly be changed, invented, reconceptualized to address each new teaching experience’ (1994, pp. 10–11)” (p. 1).

Reflect on your experiences this morning and your own classroom experiences.

What “poses” were present?
What were the “wobbles”?
What do you envision “flow” like?

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Links for Today

9:00 Shared document for Parking Lot, SIGs, and resources

9:05 Day 1 Reaction Sheet Responses (individual, make copy)

9:30 “Brave Space” Posts on TPS Teachers Network

Day 2 Home Group Note Catcher (home group)

10:00 “I See, I Think, I Wonder” Note Catcher (random group)

10:30 Pose, Wobble, and Flow Note Catcher (individual, make copy)

11:30 Reaction Sheet

Afternoon Exploring loc.gov

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Use a word to describe how you are feeling during day 2.

Heading to the Flow

All over the place

wobbly

Ready to work

Motivated

Encouraging

Re-centering why I teach- posing there.

Tired

Wobble

Heard.. Someone’s LISTENING to what teachers think our kids NEED

WoBbLy

Hopeful,

Full of ideas

Exhausted but hopeful

Engaging tension

Eager

FLOW

I can do this

Wobble

analytical

GROWTH

engagement. To flow

Posed

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Day 2 Afternoon Activities

Reaction Sheet
Journal Groups
Exploring loc.gov: Watch Videos and Add to Slideshow (directions in notes of slideshow)
Reading in Preparation for Tomorrow: How have learning spaces been (re)defined for me?

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Journal Groups

Group 1 — Hannah, Emmy, Zoe, Melissa

Group 2 — Jada, Lisa, Kisha, Shelly

Group 3 — Eli, An, Javaha, Ariel

Group 4 — Adina, Allison, Katie, Rayla

Group 5 — Karen, Sherese, Mary, Tiffani

Group 6 — Beth, Debbie, Gwen

Contact Information Spreadsheet

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Home Groups

Group A — An, Hannah, Lisa
Group B — Allison, Rayla, Javaha, Mary
Group C — Kisha, Beth, Sherese, Zoë
Group D — Gwen, Katie, Melissa, Shelly
Group E — Ariel, Karen, Tiffani, Debbie
Group F — Adina, Elisha, Jada, Emmy

Contact Information Spreadsheet