Overview

Strengthening Teacher Quality (AIR, 2020)

Strengthening teacher quality is the focus of teacher education programs. This happens through improving preparation and training, which leads to increased teacher retention (AIR, 2020). To continuously improve teaching quality, Noyce Scholars Programs have been developed by the National Science Foundation to attract students to positions in high-needs schools. Chosen scholars commit to teaching STEM (Science, Technology, Engineering, and Math) subjects in high-needs schools at the middle and secondary level, in exchange for scholarships based on high academic performance. To further strengthen the quality of these future teachers, additional experience is provided in a high-needs institution. However, many of the pre-service teachers have never experienced working with students from diverse backgrounds, and teaching with equity is a new or unexplored concept. This learning module translates transformative ideas by using strategies from, New Learning, a Science of education. This encompasses designing education for a learning space that is conducive to learning anytime, anyplace, and relevant to the learners' interests while allowing for peer critique (Edutopia, 2016; Kalantzis and Cope, 2012). This online course is designed to be taken in conjunction with the students' pedagogical methods class and includes a 50-hour observational experience. Because it is supplementary, it is designed to provide a critically reflective piece to the immersive element (as discussed by Mezirow, Kalantzis, and Cope) of the experiential learning, field observations, portion of learning for pre-service teachers (Kalantzis and Cope, 2012).

Additionally, the field experience portion is intended to provide scholars with an opportunity to work alongside an experienced teacher in a high-needs school district. It is intended to challenge the scholar while providing support and professional growth under the supervision of a highly qualified mentor teacher. Scholars will examine the strengths and challenges associated with high-needs schools, and they will learn how to apply equity in their teaching. They will also understand the impact of inequitable teaching and systemic practices on the students they serve. They will be able to apply theories and methods of teaching content to high-needs school populations while experiencing the challenges of limited resources, overcrowded classrooms, and family, social and environmental problems that detract from students’ focus on education. Scholars will also explore the passion, dedication, and perseverance needed to work in a high-needs school setting, and the profound impact a highly qualified, dedicated, caring teacher can have in this school setting (Benford, 2019). This course will provide a basic foundation for teaching with equity in mind, and does not address specific teaching methods in detail. However, students are encouraged to explore methods from their concurrent course to evaluate embedded equity and to revise lessons to ensure equitable practices are employed. A STEM lesson plan based on UDL (Universal Design for Learning) with learning activities and a focus paper will serve as peer-review assignments and major projects in this course.

This material has been previously taught by me, but has been significantly updated, and is now being transformed into an online learning module. I have converted the original syllabus by integrating the course outcomes, assessments, and assignments into updates. I have also converted journal entries into community-based comment prompts and update prompts that are more open-ended to allow for student interpretation. I have restructured previously conveyed information to source materials which students will review, watch, and discover, as they create and share new ideas and questions with their peers (Kalantzis and Cope, 2012). By adding a peer review element, students can interact with one another to improve their work quality and gain new perspectives.

Intended Learning Outcomes

Target learners for this course are Pre-service Teachers who have been formally admitted to the Robert Noyce Scholars program, although any teacher looking to teach equitably may benefit. As such, learners have demonstrated excellence in the content area and have completed at least two (2) prior field observation courses, passing with a B or better. Students are also generally at the upper-undergraduate or graduate levels. These modules are to be completed over the duration of the 16 week semester, in conjunction with field observation hours at an assigned location, and a pedagogy methods course. Internet access is required.

The College of Education is guided by three unit standards that develop candidates who are:

Knowledgeable Critical Transformative Educators
Multicultural Educators
Social Justice Advocates

This course addresses the above unit standards in course discussions and assignments. Noyce Scholars Field Experience III is designed to provide support, discussion, and information during the 50 hours of clinical observation. In addition to the satisfactory completion of the learning module, all paperwork must be completed and sent directly to the instructor/supervisor for this experience to be considered complete.

For the Pre-Service Teacher

Why do you have this extra experience and learning module? View the video below.

Media embedded September 23, 2021

(AAAS Noyce, 2020)

The video, AAAS Noyce Program (2020), explains the rationale behind adding the additional clinical observation and learning modules to prepare educators to use equitable practices as part of the Noyce program.

Course Outcomes for the Pre-service Teacher for Field Experience and Seminar (Learning Module)

Actively participate in your clinical placement by contributing meaningfully to class discussion, and completing all assigned course material.
Plan, implement and analyze, and reflect on at least three lessons at your clinical placement, using methods from the Special Methods of Teaching Math and/or Science to Adolescents course(s).
Analyze various aspects of the teaching field as identified during clinical observations, journaling, and additional reading assignments.
Research, discuss and analyze current trends of teaching math and/or science in a high-needs school district.
Create a multimedia paper or presentation sharing the findings and reflections on the implementation of a specific teaching methodology and its implications in middle or secondary STEM teaching.

These outcomes are expected at the completion of the education program for secondary and middle-level education majors. The course content also points learners toward these goals.

Graduate Student Learning Outcomes

Synthesize theoretical and research concepts from multiple perspectives to inform inquiry and practice.
Formulate creative responses to complex issues through critical analysis.
Model ethical and professional behaviors to guide inquiry and practice in a global and diverse society.

Secondary, Middle Level, & Foreign Language Education Program-Level Outcomes

Know and be able to use the critical concepts and principles of their discipline.
Demonstrate the knowledge and skills appropriate for their discipline in a clinical or scholarly setting.
Demonstrate professional dispositions necessary to demonstrate a positive impact on student learning and development.

Consider what other Noyce Scholars outcomes have been via the playlist below.

AAAS Noyce Program Scholars and Fellows

Review the Illinois Teaching Standards

Illinois Teaching Standards

For the Instructor

The following Illinois Professional Teaching Standards also serve as a reference:

Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Knowledge Indicators – The competent teacher:

1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum;
1B) understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities;
1C) understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances, and diversity within the community;
1D) understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300; 2006), Article 14 of the School Code [105 ILCS 5/Art.14] and 23 Ill. Adm. Code 226 (Special Education);
1E) understands the impact of linguistic and cultural diversity on learning and communication;
1F) understands his or her personal perspectives and biases and their effects on one’s teaching; and
1G) understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs.

Performance Indicators to be assessed during classroom instruction and observation– The competent teacher:

1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement;
1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences;
1J) differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs;
1K) facilitates a learning community in which individual differences are respected; and
1L) uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.

Additional learning standards as defined by ISBE

Meeting the moment: Preparing teachers to teach for equity

Pre-course Survey

For the Pre-service Teacher

Duration: 15-20 minutes

Complete the survey before the first day of your class.

Complete this pre-course survey for your placement info.

Double-check

For the Instructor

The precourse survey is designed to help you to get to know your students' prior experiences with diversity and their level of understanding. This survey also provides placement details for planned or unplanned visits.

1. Key Concepts

For the Pre-service Teacher

Duration: 1-2 weeks

Before diving into the content, there are a few terms that you should understand. In order to teach equitably, you must first understand the terms surrounding the practice.

Objectives

This update addresses some of the following key terms within the concept of teaching equitably:

equity
equality
implicit bias
culturally responsive teaching
culturally and linguistically responsive teaching
diversity
inclusion
justice
social-emotional learning

Please review any terms that you are unfamiliar with after reviewing the content below. You are encouraged to discuss or explore any new or interesting content with your mentor teacher.

View the following videos:

Media embedded September 21, 2021

(NYU Metro Center, 2019)

The teachers in the video above, Culturally responsive education (NYU Metro Center, 2019) explain some of their ideas about culturally responsive teaching and provide a definition for practice.

Media embedded September 21, 2021

(Gem Report, 2020)

The video above, Inclusion in education, all means all (Gem Report, 2020), explores diversity and inclusion and promoting inclusive education for all.

Examine the following key terms:

Access, Equity, Belonging Definitions (National Cooperative Extension, 2021)

Read and review or explore:

Defining Equity, Equality, and Justice

What is Social-Emotional Learning?

SEL Glossary of Terms

What is an IEP?

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: How has your previous understanding of the terms been transformed or confirmed? Provide an example. Connect ideas from the above material and your methods course (or teaching experience) as well. Comment on 3 peer updates.

[The update must be at least 250 words with at least one media element (video, pdf, infographic, diagram) which provides insight to your update, and at least one scholarly article (cited at the end in APA format).]

For the Instructor

Rationale based on COE conceptual framework:

According to university education standards, "Critical Pedagogy Perhaps the most important aspect of the community is a concern for others in the educational environment. Critical pedagogy espouses the idea that teaching reaches beyond the surface and asks students to question and challenge dominant beliefs, attitudes and histories. Ensuring knowledge of terminology is important to this idea.

The belief system of the College of Education challenges candidates and faculty alike to view practices in schools with a critical lens, act on professional convictions to improve educational equity for marginalized populations, and advocate for change. Candidates learn that all P-12 students are their responsibility regardless of race, class, ethnicity, ability, gender, or sexual orientation and approach the futures of their students with a concern for equity and social justice. Candidates understand the current reality of schools in which they will work as well as the future they want to create for all students and families. Faculty and candidates learn and experience the value of diverse perspectives, ongoing reflection, inquiry, and critique. They continue to challenge their own thinking, as well as the thinking and practice of their colleagues." (University, 2013)

Students should be able to familiarize themselves with the recommended terms, in conjunction with terms discussed during the methods course.

2. Self Perceptions and Implicit Bias

For the Pre-service Teacher

Duration: 1-2 weeks

This module will focus on helping you to relate past experiences as students to current experiences as teachers. As educators, it is pertinent to realize that your past experiences will affect your teaching styles, actions, and ideas in some way. You also need to recognize how implicit bias and microaggressions impact students from all areas, but especially students in high needs schools. Examining the definitions and examples of implicit bias in practice will deepen your perspective.

Objectives

Explore and contribute to current knowledge regarding the importance of proper training and observation methods for teaching in High-Needs schools.
Contribute ideas about how to solve some of the existing problems of high needs schools from within the classroom
Observe a seasoned teacher in person and write a reflective journal about your observations

Complete the Survey: Examine yourself via the Implicit Bias Self Test. Click the link, then proceed and choose to take the race IAT test. Make a personal note of your results, then complete the additional survey after completing the material:

Implicit Bias Self Test

View the following videos:

Media embedded September 27, 2021

(PwC, 2017)

The above video answers the question, what is implicit bias? Blind spots: Challenge assumptions, (PwC, 2017) discusses how our minds process our daily actions.

Media embedded September 27, 2021

(Gerson, 2017)

How can I recognize implicit bias, and how is it manifest in American Schools? Bias in American Schools - Kate Gerson, (2017) discusses our unconscious bias, the need to consciously acknowledge it, and how it impacts American schools.

Media embedded September 27, 2021

(NPR, 2016)

How does implicit bias impact my future students? Bias Isn't Just A Police Problem, It's A Preschool Problem (NPR, 2016) addresses disturbing but true statistics surrounding bias against young children.

Media embedded September 27, 2021

(Picture Alternatives, 2019)

Our Hidden Biases (Picture Alternatives, 2019) illustrates the experience of a young teenage boy, a reality for many of our students.

Media embedded September 27, 2021

(Wing-Sue, n.d.)

What are microaggressions, and how do they relate to implicit bias, and/or negatively impact recipients of the microaggression. Microaggressions in Everyday Life (Wing-Sue, n.d.) discusses microaggressions and their prevalence and impact on people from all backgrounds.

Read the following supplementary materials:

Changing habits: easier than changing hearts and minds?

Reducing Bias in Classroom Instruction

Want to Keep Teachers in High Needs Schools? Train Them There.

Microaggressions in Everyday Life

Anti-bias and anti-racism resources

Complete the surveys:

Implicit Bias Survey

Summary Survey

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: How does your experience (student, professional, teacher, etc.) affect your learning and your teaching; why is this significant? Connect ideas from the above material and your methods course as well. Comment on 3 peer updates.

Create an update in the form of a journal entry addressing: Describe your initial impressions of your clinical school and its culture. Comment on 3 peer journal entries.

[The journal update must be at least 250 words: Journals can be done in paragraph form or bulleted.]

For the Instructor

Rationale:

Students are experiencing the known "activities that bring in the students’ own experiences and existing knowledge", and the new which consists of "activities that immerse students in new experiences or information" (Cope and Kalantzis, 2015).

This update focuses on transformational learning for teacher education. Because many students are experiencing interacting with students from diverse backgrounds for the first time, they may not have experienced some realities faced by students in the videos. According to Mezirow's theory of transformational learning, the experience of a new social dilemma begins the learning process as students' thoughts about past experiences are challenged. The diagram below shows a map of transformational learning processes, which students may experience in any order.

Transformative Learning Processes based on Mezirow's Theory (Sharpe, 2016)

The videos introduce a possible social dilemma from multiple perspectives. Students should begin the critical reflection process after completing the Race IAT test. In addition to the clinical experience observations in new settings, students will be completing updates and journaling activities to document reflective growth. The journaling activity is designed to help students meditate on what they are experiencing in their clinical school and the various elements that are part of the teaching profession. As students reflect on their experiences and dialog with other classmates, they should gain a better understanding of the complexities of the middle/high school classroom. It also is expected that they will begin to see the connections between the STEM and educational theories and practices that are covered in their program of study and in Special Methods of Teaching Math and/or Science to Adolescents and their application to the middle/high school classroom.

Standards addressed:

1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum;
1F) understands his or her personal perspectives and biases and their effects on one’s teaching; and
1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences

3. Equity versus Equality

For the Pre-service Teacher

Duration: 1-2 weeks

As an educator, it is important that you understand and can compare and contrast equity and equality. Providing a quality education for your future students depends on it. This update explores equity and equality.

Objectives

Compare and contrast equity and equality
Define equity and equality
Explain how equity can be promoted for STEM students

View the following videos:

Media embedded September 21, 2021

The above video, Ensuring Educational Equity for all our Students and Schools (XQ America, 2018), explores the importance of knowing our students and preparing them by providing opportunities for success for every student.

Media embedded September 21, 2021

(Beyer High Youtube, 2020)

Equity vs Equality (Beyer High Youtube, 2020), clearly defines equity, diversity, equality. As a comparison, a graphic is shared to illustrate the terms. How can you teach equitably?

Media embedded September 21, 2021

(Californians Dedicated to Education Foundation, 2019)

This is Equity (Californians Dedicated to Education Foundation, 2019), which includes current students sharing their ideas surrounding what equity means to them. Leaders explain the systemic induced student outcomes and lack of equity.

Examine the following:

Defining equity, equality, and justice (Erdmann, 2021)

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: A topic of interest related to equity and equality. Connect ideas from the above material and your methods course as well. Comment on 3 peer updates.

Create an update in the form of a journal entry addressing: Compare and contrast current classroom management theories and discuss their application in the classroom. How are these practices equitable or inequitable? Comment on 3 peer journal entries.

[The journal update must be at least 250 words: Journals can be done in paragraph form or bulleted.]

For the Instructor

Rationale:

Students compare and contrast equity and equality and explore these concepts during observations of mentor teachers to reflect on what they observe in the classroom.

Standards addressed:

1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement;
1G) understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs.

4. Diversity and Inclusion

For the Pre-service Teacher

Duration: 1-2 weeks

This update explores diversity and inclusion, and shares ideas for incorporating inclusive practices as well as informing you of working definitions of diversity and inclusion.

Objectives

Understand how to recognize and apply inclusive strategies in STEM for diverse populations.
Research inclusive practices for STEM Middle or High school students

View the following videos:

Media embedded September 22, 2021

(Edutopia, 2021)

Exploring Perceptions About Identity Through Self-Portraits (Edutopia, 2021) explores one educator and her approach to creating an inclusive classroom. She incorporates art as a means for student expressions regarding their identities.

Media embedded September 22, 2021

(NAIS, 2017)

How Schools can improve diversity, equity, and inclusion (NAIS, 2017) discusses the school's role in supporting inclusive behaviors for all students.

Media embedded September 22, 2021

(Schwartz, 2015)

The power of inclusive education (Schwartz, 2015) addresses the inclusion of students with special needs and how they are impacted by an inclusive education effort and creating a sense of belonging.

Examine the following:

What is UDL? (Novak Education, n.d.)

Tanenbaum's Seven Principles of Inclusive Education (Emory and Henry College, n.d.)

Diagram retrieved from: https://www.ehc.edu/inclusion-dialogue-center/academic-diversity/inclusive-teaching/

Read or explore the following materials:

Communicating Cross-Culturally, What Teachers Should Know

Critical Multicultural Pavilion: Awareness Activities

Teaching Diverse Learners (TDL) Web site

Multiculturalism and Diversity Lessons

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: Discuss an example of a time when you or a student felt excluded and what someone did (or could have done) to help you (or a student) to feel included; why is this significant to education inclusion? OR Discuss UDL and its relationship to the topics. Connect ideas from the above material and your methods course as well. Comment on 3 peer updates.

Create an update in the form of a journal entry addressing: Postulate on the learning styles of your different students; examine the relationship between planning and instruction for inclusion. Comment on 3 peer journal entries.

[The journal update must be at least 250 words: Journals can be done in paragraph form or bulleted.]

For the Instructor

Rationale:

Students have been learning to use UDL in their pedagogical methods course and will have the opportunity to plan and teach 3 lessons during this 16-week Field course. Students should understand and create a lesson plan that is inclusive of all students based on this UDL graphic. If you are unfamiliar with UDL, this infographic provides a summary.

UDL Guidelines (Inside Higher Ed, 2018)

Standards addressed:

1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum;
1C) understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances, and diversity within the community;
1D) understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300; 2006), Article 14 of the School Code [105 ILCS 5/Art.14] and 23 Ill. Adm. Code 226 (Special Education);
1J) differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs;

5. Culturally and Linguistically Responsive Teaching

For the Pre-service Teacher

Duration: 1-2 weeks

Culturally responsive teaching is a method of teaching that includes the cultural aspect of all of your students into the way lessons are taught, the materials themselves, and representations of the classroom environment.

Objectives

Use culturally responsive teaching when lesson planning, interacting with and teaching students
Identify culturally responsive teaching at your assigned school

View the following videos:

Media embedded September 21, 2021

(Edthena and Hammond, 2021)

Zaretta Hammond speaks on culturally responsive teaching on Edthena (2021). "Culturally responsive teaching is the antidote to inequity, is a brief discussion with Dr. Zaretta Hammond regarding her book and implications of culturally responsive teaching."

Media embedded September 24, 2021

(Edutopia, 2020)

Supporting Schoolwide Culturally Responsive Practice (Edutopia, 2020), explores the basic definition of CRT, and shares a glimpse inside a bilingual school that integrates culturally responsive teaching. The school uses learning walks to share practices. As part of your observation time, request permission to visit other classes within your assigned building.

Examine the following:

Dimensions of Equity (Hammond, 2016)

Read and Explore the following:

Culturally Responsive Teaching and the Brain

Culturally and Linguistically Responsive Pedagogy for Language Learners

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: A topic of interest related to STEM education at your teaching level. Connect ideas from the above material and your methods course as well. Comment on 3 peer updates.

Create an update in the form of a journal entry addressing: Evaluate several pedagogical techniques and their application for teachers in middle or secondary schools. Comment on 3 peer journal entries.

[The journal update must be at least 250 words: Journals can be done in paragraph form or bulleted.]

For the Instructor

Rationale:

Culturally responsive teaching takes the diverse backgrounds and communities of learners into account when developing relevant lessons. Students must understand that each students' culture is important when participating in the educational experience, and respond accordingly when implementing and updating lessons.

Standards addressed:

1C) understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances, and diversity within the community;
1E) understands the impact of linguistic and cultural diversity on learning and communication;
1K) facilitates a learning community in which individual differences are respected; and
1L) uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.

Culturally responsive teaching and leading standards overview

6. Social-Emotional Learning

For the Pre-service Teacher

Duration: 1-2 weeks

Social-emotional learning, SEL, has been an increasingly popular topic in education. The need for addressing SEL within the classroom has been more evident as we immerge from the global pandemic that continues to impact education today. Have you been exposed to SEL topics in your previous classes? If not, you should have. The information below will help you to navigate SEL and its place in the classroom.

Objectives

Understand the purpose of SEL in the classroom and its schoolwide impact
Recognize and implement activities that reinforce the core competencies of SEL
Understand where to find IL SEL standards and performance indicators

View the following videos:

Media embedded September 23, 2021

(CASEL, 2021)

SEL 101: What are the core competencies and key settings, addresses the basics of SEL "How can you bring social and emotional learning to your community? CASEL's framework for social and emotional learning (SEL) takes a systemic approach, identifying five core competence areas and four key settings (CASEL, 2021).

Media embedded September 24, 2021

(ThinkTVPBS, 2020)

The video (above), Schoolwide SEL: SEL Integrated with Academic Instruction, addresses schoolwide implementation methods. According to ThinkTVPBS (2020), this video encourages you to "discover ways to integrate SEL into daily academic instruction using social and emotional competencies as the foundation for achieving academic goals. Developed in partnership with the Collaborative for Academic, Social, and Emotional Learning (CASEL), this video is part of a series that provides practical applications for educators pursuing high-quality, schoolwide SEL."

Media embedded September 24, 2021

(Edutopia, 2013)

According to 5 Keys to Social Emotional Learning (Edutopia, 2013), "Studies show that sustained and well-integrated social and emotional learning (SEL) programs can help schools engage their students and improve achievement. The video above explores the classroom practices that make up the best and most effective SEL programs."

Media embedded September 25, 2021

(Today, 2021)

According to Today (2021), "as schools nationwide try to guide students through the emotional weight of the past year, a Chicago school is finding success with social-emotional learning, which prioritizes the student-teacher relationship. NBC’s Morgan Radford visits CICS – Bucktown in Chicago as TODAY launches a new series, Building Classroom Connections." Watch how Bucktown schools are helping their students.

Examine the following:

Long Term Benefits of SEL (McGraw Hill as cited by Edporium, n.d.)

Read and explore the following:

STEM and SEL in the Classroom: Exploring the Relationship

SEL standards for lessons (use these standards and include them in your lessons).

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: A topic of interest related to SEL and STEM education at your teaching level. Connect ideas from the above material and/or your methods course as well. Comment on 3 peer updates.

Create an update in the form of a journal entry addressing: Analyze the effectiveness of assessment practices observed at the clinical site as related to the topic and/or your methods course. Comment on 3 peer journal entries.

[The journal update must be at least 250 words: Journals can be done in paragraph form or bulleted.]

For the Instructor

Rationale:

Students should have learned the importance of SEL in their ed psychology and/or methods courses. Here is an overview of the SEL standards and their purpose. Please review the website for more information.

An introduction to SEL standards

7. Exploring Equitable Teaching Practices

For the Pre-service Teacher

Duration: 1-2 weeks

In high-needs schools, there will be times when you are expected to create phenomenal lessons with minimal tools. This update's exercises inspire creativity and resourcefulness in problem-solving. This will involve keeping a positive outlook when things do not go as planned. How can you use equitable and inclusive practices?

Objectives:

Discuss how or why teaching methods might need to change and the importance of adaptability when in unusual teaching situations
Analyze and evaluate a current teacher or peer student-teacher in action

Watch the following videos:

Media embedded September 27, 2021

(Edutopia, 2021)

Personalized Learning: enabling voice and choice through projects (Edutopia, 2021), says "at Nashville Big Picture High School, students personalize their own learning -- from presenting projects on real-world issues to pitching their own business plans." Meditate on the student impact.

Media embedded September 27, 2021

(Edutopia, 2021)

Making a shared space for in-person and virtual learners (Edutopia, 2021) discussed the pandemic challenges for creating learning communities. According to Edutopia, "Building community in a concurrent teaching model is challenging, but collaborative learning is possible with the right virtual tools (2021).

Media embedded September 27, 2021

(Edutopia, 2020)

As teachers, how can you create opportunities for learning during the out-of-school time? According to Edutopia (2020), "research shows that creating optimal conditions for learning wherever kids spend time can boost student motivation and engagement—whether in or out of school."

Media embedded September 27, 2021

(SouthernEdDesk, 2012)

According to SoutherEdDesk (2012), "Smyrna High School (just outside Nashville, TN) had to re-think its approach to ESL teaching with a recent influx of refugee students from Burma. That required teachers were willing to try some unorthodox approaches to classroom lessons."

Examine the following:

Inclusive Teaching Practices in STEM (Wheeler, 2021)

Retrieved from: https://cte.virginia.edu/blog/2020/01/05/diversity-and-inclusive-teaching-practices-stem

Charlotte Danielson Domains

Teaching with Equity

Lesson Plan Format

Read or explore the following:

The courage to address systemic inequity

Comment: What new idea, thought, or other element stood out to you about the material, and why?

[All comments should be at least 50 words and written in professional language suitable for a community of scholars.]

Create an update addressing: Expound on your lesson planning process and how the above information guided you in developing your lessons. Attach a copy of your first and 3rd lesson plan to discuss with your peers. What changed? Connect ideas from the above material and your methods course as well. Comment on 3 peer updates.

Create an update in the form of a journal entry addressing: Analyze the effectiveness of teaching strategies and demonstrate your ability to apply these strategies to the classroom. Comment on 3 peer journal entries.

[The journal update must be at least 250 words: Journals can be done in paragraph form or bulleted.]

For the Instructor

Rationale:

Pre-Teachers will be observing classrooms and teaching 3 lessons. Supervisors and mentors will use the forms below to assess teaching. The videos to the left provide examples of practices for comparison or background information and analysis. Students, under the guidance of the mentor, should be able to develop a lesson using UDL that incorporates SEL and culturally responsive inclusive practices in STEM.

Standards addressed:

1B) understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities;
1J) differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs

Forms for observation and lesson planning

Observation form for mentors and supervisors

Lesson Plan Rubric

Peer-reviewed Paper

For the Pre-service Teacher

Assignment 1: Focus Paper

Based on the “Teaching with Equity in Mind” learning module:

Draft 1: Due by 3 weeks before the course end date

2-3 peer reviews: Due by 2 weeks before the course end date: please also submit feedback to your reviewers after receiving their review

Draft 2: Due by 1 week before the course end date

For this peer-review project, you will be writing a focus paper, based on a topic related to this course. The paper should use a minimum of 3 scholarly sources and two or more media elements. This exercise is designed to help you to reflect and make connections between your experiences in your clinical school and literary works that explore educational theories behind the disparities in education, and professional teachers’ viewpoints and real experience as a 1st-year educator. You should gain more in-depth awareness of the struggles of educators and students in high needs schools, and begin to connect and apply what you are learning in Special Methods to inform your future planning and teaching in middle/high school classrooms that are considered high needs. Consider, How will you be prepared for equitable teaching based on the info from this module? When reviewing your peers, refer to the rubric below.

Requirements:

Students are expected to type 1000 words or more and use APA 7.
Include 2 or more media elements (video, infographic, pdf, diagram, illustration, etc)
Include 3 or more structural tools (ie title sections)
Use at least 3 scholarly sources, and cite any sources and media using APA 7. (Citation machine at owl Purdue website works well.)
Please address the questions below. Include the name of your clinical practice location (and course number) at the top of your paper.
Focus Paper can be based on any of the topics presented in the module, or an innovative combination of your interests and a topic.

Focus Paper Questions:

Answer these questions when writing your paper. They are designed to help you

reflect on your experience/observations and how they related to the reading.

1. Analyze the research on the importance of teaching in high-needs schools.

2. How can you use what you learned to support you in your future teaching?

3. How can you use what you learned to support your future students learning?

4. Would you recommend additional research for yourself? Why?

5. How will this module or topic shape your educational practices?

6. How might you be able to advocate more for kids after having completed the module?

7. Was there anything that clashed with your philosophy of learning? If so, how?

8. Would you integrate anything into your philosophy of teaching after having finished this experience?

Focus Paper Rubric

Use the rubric below for self-evaluation and peer evaluation.

Focus Paper Rubric

For the Instructor

Peer-reviewed Lesson plan

For the Pre-service Teacher

Peer-reviewed Lesson Plan

Due during week 8 of the course (Mid-term)

During this course, you will deliver and teach 3 lessons to your Mentor teacher's students. You will create 3 lesson plans according to the DOE format for review by your mentor and supervisor.

For this project, you will share one of your plans for peer-review with your classmates as well.
Please use the rubric for scoring your peers and yourself.
Your lesson plan should be shared in an interactive way, which means including media elements (2) and expounding upon the rationale for your plan.
You should use as many structural tools as you need, a minimum of 3 (Rationale, Lesson Plan, Reflection on lesson). You may attach your actual plan to your assignment as an attachment in the "Lesson Plan" Heading that you create with your structure tool.

Lesson plan format

Lesson Plan Format

Lesson Plan Rubric

Lesson Plan Rubric

Lesson Plan Reflection questions

1. What do you need to work on during this placement to help improve your ability to teach? Include areas of strength and weaknesses that your supervisor or mentor teacher noted.
2. What needs to be taught in your next lesson based on the results of the lesson observed? Why? Describe your progress on this goal.

For the Instructor

Assessment and Evaluation

For the Pre-service Teacher

Analytics and assessment will be based on 3 focus areas:

Help
Knowledge
Focus

You may review your analytics score at any time to check on your grade progress (an A is an 85 in metric scores). This score will be averaged with a score recommended by your supervisor and mentor teacher to determine the final grade.

Focus is based on:

a total of 7 comments on admin updates (making a comment on each admin update)
a total of 10 updates to the community (5 journal entry updates and 5 other updates as prompted by the admin section)
the average length of each update is 200 or more words
2 peer-reviewed projects of 1000 words each (lesson plan and focus paper) with at least 2 media elements and 3 structural elements
peer reviews total word length of 40 or more

Help is based on:

number of views on your updates
number of required reviews completed
number of words per completed review (avg 80)
total number of comments on peer updates
average peer rating on assignments
percent of assigned reviews completed

Knowledge is based on:

average text quality score- writing academically
average percentage score from your peers
average self-review score
average admin review score
percentage of final works authorized as published

For the Instructor

Rationale:

CG Scholar's analytics tools have been deployed based on the metrics described on the left side. The knowledge, focus, and help parameters will determine an overall score for each participant.

References

AAAS Noyce program. (2020, April 17). AAAS ARISE 2019 commissioned papers. [Video]. YouTube. https://www.youtube.com/watch?v=MfEdcRJCnKU&feature=youtu.be

Advancing Evidence, Improving Lives (AIR). (2020). Strengthening teacher quality [Infographic]. How Can Schools Provide Quality Professional Learning Remotely? https://www.air.org/sites/default/files/styles/banner_small/public/2021-07/WEB-TRAINING-TQ-Series-9-22-20-05.png?itok=jqseAQex

Cope, W., & van Haren, R. (n.d.). Getting started in CG Scholar. CG Scholar. Retrieved September 19, 2021, from https://cgscholar.com/bookstore/works/getting-started-in-scholar?category_id=getting-started-in-scholar.

*Davis, M. (2016, September 8). Preparing for cultural diversity: resources for teachers. Edutopia. Retrieved September 27, 2021, from https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers.

*Designing with equity and access in mind. Flexible Teaching. (2020, July 22). Retrieved September 27, 2021, from https://flexteaching.ku.edu/designing-equity-and-access-mind%C2%A0.

*Diversity and inclusive teaching practices in STEM. Center for Teaching Excellence. (2021, January 12). Retrieved September 27, 2021, from https://cte.virginia.edu/blog/2020/01/05/diversity-and-inclusive-teaching-practices-stem.

Edutopia. (2021, June 24). Exploring perceptions about identity through self-portraits [Video]. YouTube. https://www.youtube.com/watch?v=yNm3xM4B00s&feature=youtu.be

Edutopia. (2016). Peer critique: Creating a culture of revision. [Video]. YouTube. https://youtu.be/M8FKJPpvreY.

Emory and Henry College. (n.d.). Inclusive teaching. Inclusion and Dialogue Center. Retrieved September 18, 2021, from https://www.ehc.edu/inclusion-dialogue-center/academic-diversity/inclusive-teaching/

*Equity. (2020, December 2). Californians Dedicated to Education Foundation. Retrieved September 27, 2021, from https://cdefoundation.org/equity/.

*Equity Institute, & Vigil, K. E. (2016). Building equity in your teaching practice [Infographic]. https://eduleadersofcolor.org/wp-content/uploads/2019/06/April-2019-Equity-Framework-.pdf

Erdmann, N. (2021, August 5). Defining: Equity, equality, and justice | achieve brown county. Achieve Brown County. https://achievebrowncounty.org/2021/05/defining-equity-equality-and-justice/

*George Lucas Educational Foundation. (2020, June 18). Supporting schoolwide culturally responsive practice. Edutopia. Retrieved September 27, 2021, from https://www.edutopia.org/video/supporting-schoolwide-culturally-responsive-practice

*Hammond, Z. (n.d.). Culturally responsive teaching & the brain. Teaching Channel. Retrieved September 27, 2021, from https://www.teachingchannel.com/blog/culturally-responsive-teaching-brain

*Harvard University. (n.d.). Take a test. Project Implicit. Retrieved September 27, 2021, from https://implicit.harvard.edu/implicit/takeatouchtest.html

*ISBE. (2013). Illinois professional teaching standards. Illinois State Board of Education Professional Teaching Standards. Retrieved September 22, 2021, from https://www.isbe.net/documents/il_prof_teaching_stds.pdf

*Inside Higher Ed. (2018). Universal design for learning guidelines [Infographic]. https://www.insidehighered.com/digital-learning/article/2018/02/07/universal-design-learning-arrives-campus-concerted-grassroots

Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.

*National Association of Independent Schools (NAIS). (2017, November 27). How schools can improve diversity, equity, and inclusion practices [Video]. YouTube. https://www.youtube.com/watch?v=hpnr-jV23fo&feature=youtu.be

*National Cooperative Extension. (2021). Terms & definitions – access, equity, and belonging committee. Program Leaders Working Group (PLWG). https://access-equity-belonging.extension.org/terms-definitions/

*Putman, H. (2020, August 27). Meeting the moment: Preparing teachers to teach for equity. National Council on Teacher Quality (NCTQ). Retrieved September 27, 2021, from https://www.nctq.org/blog/Meeting-the-moment:-Preparing-teachers-to-teach-for-equity.

Sharpe, J. (2016). Understanding and unlocking transformative learning as a method for enabling behaviour change for adaptation and resilience to disaster threats. International Journal of Disaster Risk Reduction, 17, 213–219. https://doi.org/10.1016/j.ijdrr.2016.04.014

*STEM and SEL in the classroom: Exploring the relationship. (n.d.). Eduporium Blog. Retrieved September 22, 2021, from https://www.eduporium.com/blog/eduporium-weekly-stem-education-and-sel/

*TEDx Talks. (2015, April 24). The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep [Video]. YouTube. https://www.youtube.com/watch?v=ZIPsPRaZP6M&feature=youtu.be

*What is the framework? (n.d.). CASEL. Retrieved September 27, 2021, from https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/.

*Wheeler, L. (2021, January 12). Diversity and inclusive teaching practices in STEM. Center for Teaching Excellence. https://cte.virginia.edu/blog/2020/01/05/diversity-and-inclusive-teaching-practices-stem

Teaching with Equity in Mind

For Pre-service and New Teachers at High-needs Schools

Learning Module

Abstract

Keywords

Overview

Intended Learning Outcomes

For the Pre-Service Teacher

For the Instructor

Pre-course Survey

For the Pre-service Teacher

For the Instructor

1. Key Concepts

For the Pre-service Teacher

For the Instructor

2. Self Perceptions and Implicit Bias

For the Pre-service Teacher

For the Instructor

3. Equity versus Equality

For the Pre-service Teacher

For the Instructor

4. Diversity and Inclusion

For the Pre-service Teacher

For the Instructor

5. Culturally and Linguistically Responsive Teaching

For the Pre-service Teacher

For the Instructor

6. Social-Emotional Learning

For the Pre-service Teacher

For the Instructor

7. Exploring Equitable Teaching Practices

For the Pre-service Teacher

For the Instructor

Peer-reviewed Paper

For the Pre-service Teacher

For the Instructor

Peer-reviewed Lesson plan

For the Pre-service Teacher

For the Instructor

Assessment and Evaluation

For the Pre-service Teacher

For the Instructor

References