Learning+Experience+1

** Following from Inclusive Classrooms, Part 1, in which participants engaged in a discussion of self identities, this Learning Experience will ask participants to deepen the understanding of how these self identities relate and reflect in classroom teaching practices. The theoretical basis of this Learning Experience will stem from Tyrone Howard. ** **  Howard writes that to be a culturally relevant pedagogue, and we posit, an inclusive educator, one must participate in reflexive practices that asks critical questions about one’s identities and beliefs and its impact on curriculum (big “C” and little “c”). **   ||   ||                   **  ACTIVATE  ** || ** To provide opportunities for course participants to introduce themselves to group. ** **  To engage in reflecting about one’s social identity through historical narrative. ** **  To build a sense of community as the participants journey through the discussion ahead. **   ||   || **  Post your introduction in the // Welcome Galley // discussion board. Read the other introductions and get acquainted with other members of our community. As you do, reflect on the following questions and post your responses. ** **  The entries in the // Welcome Gallery // or our abilities to narrate our maternal grandmother’s stories show the extent through which personal narratives, traditions or ideas are present in our lives – be it in pictures, videos, memorabilia or stories. These give each of us a sense of who we are, where we come from and in some instances how we move forward. ** **  Just as educators have narratives, students too present themselves in classrooms with pictures, videos, memorabilia, stories or memories that narrate who they are, what they believe in and how they will move forward. ** **  As this community begin to journey forward, it is imperative that we consciously make ourselves aware of the different narratives that situate us in a specific space of thought or belief and ask ourselves how these spaces interfere / interact with our daily tasks and responsibilities. ** ||   || **  To conceptualize “Inclusive Classrooms” and understand the existence of a continuum of definition  ** ** To engage participants to reflect upon this continuum and to identify perceived struggles, conundrums, issues and barriers when faced with creating an inclusive classroom. **   || > >  ** ||   ||   ||   ||    **  ACQUIRE  ** ||  || **  We are a community of educators. Our profession binds us under a common identity. However, our experiences play a role in how we view and see the world around us. One’s faith, socio-economic status, sexual orientation, race, primary home language, abilities, age, etc. all frame how the world looks and how our practice looks. These frames lead us to our definition of “inclusive classrooms”. ** **  In the last E-Tivity, you had an opportunity to share your working definition of “inclusive classrooms” and you also had an opportunity to read and discuss some of your colleagues’ work. I am sure that we were able to make connections to some, had questions about others or even misunderstand a couple of postings. ** **  We could take all the postings and chart a continuum of definitions of inclusive classrooms. As students taking part in this journey, it is important to see how other students, beyond the confines of this online space, define inclusive classrooms. ** **  Option A: View the “The Danger of a Single Story” from  and complete the summary reflection chart. **  ** Option B: Read the article “Building Inclusive Classrooms and **** Communities” by Sonja Corbin Dwyer and Lynn Gidluck and complete the Summary Reflection chart. ** || **  In the // Defining Inclusive Classrooms Gallery // reflect on the assignment that you had selected. ** **  Think and write about:  ** ** 1) **** How does the key note address (Option A) or research (Option B) conceptualize this idea of “inclusive classrooms”? What are its characteristics? Provide examples from the resource to illustrate your thinking. **    ** 2) **** What are some common threads in defining inclusive classrooms run across your colleagues’ definitions and the two resources posted above? **   ** 3) **Read through your colleagues’ posting and reflect on some of the struggles, conundrums, issues and barriers you have face in implementing this concept of inclusive classrooms.     ||   ||   ||  The Equitable and Inclusive Education Strategy quoted Geore Stefa-Dei as saying, “Inclusive education is not … it is creating a new space. A better space.”    What exactly does this space look like? If it is not the space that already exists, what is it and where is it?    Inclusive classrooms place as much emphasis on trying to define what inclusion means as any other curricular subject area. Inclusive classrooms are spaces where all (educators, parents/guardians/caregivers and students) are included. To be “included” does not only refer to their physical presence in a circle or activity. To be “included” refers to valuing and validating the voices, narratives and ideas of those who are present. An inclusive classroom does not only refer to what it looks like, but it also refers to what it sounds like and what it feels like. “All students [parents/guardians/caregivers and educators] feel welcome and accepted in our school, where they see themselves reflected in their learning and in the environment. Students [All] feel and are accepted and fairly treated, according to their different needs and experiences. (// Promoting Equity and Inclusive Education in Schools: A Teacher’s Guide, p. 2) // George Stefa-Dei refers to the “creating of a new space”. This process of creating a new space speaks of an awareness that a new one is required that the current one does not meet the needs of those currently in it. This awareness is a product of reflexive practices in which the educator questions the current settings and seeks to find a better way to serve the needs of the students. This reflexivity is a requirement, according to Tyrone Howard, if educators wish to become culturally relevant educators. Read the article and consider the main ideas presented by Tyrone Howard. Complete the Summery Reflection sheet using the following icons. The “big idea” of the article Main ideas of the article A question or concern you still have after reading the article || Post your Summary Reflection sheet on the discussion board. Summary Reflection  || ||    ||         ||     ||         ||     ||         ||     ||         ||     || //    APPLY // ||  ||  Tyrone Howard asks three great questions: The third question can be altered to read: These three questions form a base for our community’s reflection today. Though Howard frames his thinking around becoming a culturally relevant pedagogue the argument and questions are very much valid to thinking about how to become an inclusive educator. Think of this continuum as a framework for thinking about becoming an inclusive educator: The first stage is to become aware of inequities and practices that exclude. By becoming aware and seeking further understanding individuals become conscious that such realities exist and begin to critically see daily activities through a different lens. This “becoming conscious” can propel individuals to act through questioning and challenging inequities and exclusionary practices. This awareness stage seems to point to an awareness of issues within and around one’s classroom. However, this awareness stage very much begins with an awareness of self. Howard’s reflexive questions provide a very strong foundation for becoming aware of one’s social identities, beliefs and its impacts on pedagogy and curriculum. The questions are themselves powerful and is not meant to be a one moment event but rather a continuous examination of one’s beliefs and practices vis à vis the students in the classroom. It is meant to illuminate the educator to see his or her practice as something that does not occur in a vacuum nor does it stay within a vacuum but something that is affective, living and historical. || Submit a reflection on Howard’s three questions to the instructor through the drop box for feedback. You are invited to think about your philosophical belief about education and how these affect curriculum and pedagogy. || **
 * ** // Introduction/Overview of LE:  // **
 * ** // Introduction/Overview of LE:  // **
 * ** // By the end of this LE candidates will:  // **
 * ** E-Tivity #1   **
 * ** // Purpose:  // **
 * ** // Task:  // **
 * 1) **  Introduce yourself to our online community as your maternal grandmother (your mother’s mother).   **
 * 2) **  Share two to three narratives you know about your maternal grandmother and end off your statement with “… and I have a granddaughter/son named _____ who is taking this course with you.  **
 * ** // Response:  // **
 * 1) **  Why do you think a course dedicated to understanding Inclusive Classrooms would begin with an activity such as this?  **
 * ** // Debrief:  // **
 * ** // Debrief:  // **
 * ** E-Tivity #2  **
 * ** // Purpose:  // **
 * ** // Task A:  // **
 * 1) **  View the powerpoint entitled “Visual Synectics / Four Corners”.  **
 * 2) **  Follow the instructions to complete a Visual Synectic.
 * ** // Response:  // **
 * 1) **  Complete the prompt as identified in “Visual Synectics / Four Corners” and share it in the // Synectic Gallery //.  **
 * 2) **  Read and respond to two or more of your colleagues’ postings.  **
 * ** // Task B:  // **
 * 1) **  View the MS Powerpoint entitled, “Debriefing Visual Synectics”.  **
 * ** // Response:  // **
 * 1) **  In the // Debriefing Synetics Gallery //, reflect on how the Visual Synetics or Four Corner activity may support / not support an inclusive classroom. Give reasons to your reflection.  **
 * ** E-Tivity #3 – Defining Inclusive Classrooms  **
 * ** // Purpose:  // **
 * ** // Task:  // **
 * ** // Response:  // **
 * E-Tivity # 4
 * // Purpose:  //
 * // Task:  //
 * // Response:  //
 * E-Tivity #6 Reflecting on Howard’s 3 Questions
 * // Purpose:  //
 * // Task:  //
 * Who am I?
 * What do I believe in?
 * How does who I am and what I believe in impact my teaching?
 * How does who I am and what I believe impact my teaching and your learning?
 * Awareness
 * Consciousness
 * Action
 * // Response:  //