As you have learned throughout this course, the brain relies on all sorts of stimuli to learn. Students are often particularly receptive to visual images that help make abstract concepts more concrete. This discussion will allow you to identify a visual image that represents the messages you want to communicate regarding equity.
Locate a graphic or visual you believe represents the message you want to overtly communicate in your classroom about relevant issues of classroom equity. This may be a visual you already have displayed in your classroom. Please do not choose ones used in the weekly introductions of this course.
Share the image with your peers. You may post a picture or share a link to the visual image. Include an APA-style citation for the image. This APA Citation Style Guide (Landmark College Library, 2010) may be helpful.
Describe why you chose this image, and how you envision it supporting the messages you want your students to receive about equity in the classroom.
Identify 2-3 ideas that resonate with you from this weekâ€™s reading in the text.
Explain why these ideas are thought provoking for you.
Expound on at least 2 ideas you believe will continue to percolate in your thinking, personally or professionally, over the long term.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Landmark College Library. (2010). APA citation style guide. Retrieved from http://www.landmark.edu/library/citation-guides/la…
Putting It All Together
For the past four weeks, you have been immersed in the different aspects of a community of learners. You have explored what it means to treat others equally and what it means to create equitable classrooms where equality is not necessarily the goal. You have explored issues of poverty, race, culture and ethnicity, learning needs, and the roles of families as participants in studentsâ€™ learning as well as the school community.
You have read many examples of how school districts, administrators, and teachers have worked together to ensure excellence through equity in their contexts. You have read about the exciting parts of that work and the many, many challenges that arose in their pursuit of such excellence. Throughout this work, you heard the voices of the individuals who had to make the personal and professional commitments to value equity work, to believe in their studentsâ€™ capacities to meet the goals they set for them, and to commit their time and energy to the relentless pursuit of a worthwhile but complex goal.
This week, it is your turn to put together your own plan to be an advocate for students. You will reflect on what you value and what you are willing to put your voice, actions, and efforts behind to ensure you are advocating for your students and all they need to learn. As you engage in this work, you will consider the interwoven nature of equity work and reflect on the entire body of learning you have done in the last four weeks. This plan is a concrete way for you to put beliefs into words and actions that can push your practice forward. Letâ€™s get going!
Through participation in the following activities, the candidate will:
Describe the way issues of equality can impact the learning environment. (3l, 9i)
Accurately perceive themselves as cultural/ethnic people who live and work with students and their families in a culturally and ethnically shaped society, and use that perspective to respond to their studentsâ€™ needs, strengths, and learning styles. (3l, 9e)
Advocacy Action Plan
Describe how they will create a classroom climate that emphasizes both equity and access for all students. (3o)
Identify aspects of student learning diversity that may impact the learning process and develop strategies for collaborating with students and families as appropriate. (3a)
Structure curriculum and instruction practices so that the classroom community is inclusive. (3a)
Advocacy Action Plan
The following materials are required studies for this week. Complete these studies at the beginning of the week, and save these materials for future use. Full references for these materials are listed in the Required Course Materials section of the syllabus.
Excellence Through Equity (Blankstein, Noguera, & Kelly, 2016)
Chapter 13: A Journey Toward Equity and Excellence for All Students in Chesterfield (Newsome, 2015, pp. 239-258)
Chapter 14: Equity Through Expanded Learning Time (Friedman & Traill, 2015, pp. 259-270)
Getting things done is not always what is most important. There is value in allowing others to learn, even if the task is not accomplished as quickly, efficiently, or effectively.
~ R. D. Clyde
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