Three University Perspectives: Weaving Equity, Diversity and Current Issues into Cl

1. Participants will explore four equity activities used to embed equity, diversity, and related current issues into the Classroom Interactions course.  We will also discuss the critical question: How do we prepare teachers for schools “as they are” while also helping them prepare for their role as change agents for schools, community, and society. The intent of the session is to share resources and ideas to ensure equity and diversity as a building block of this and other courses in the Uteach model. Presenter: Ruth KravetzTitle: Clinical Associate ProfessorOrganization: University of Houston Email: rkravetz@uh.edu Co-Presenter 1: Carrie La VoyTitle: Lecturer, Mathematics EducationOrganization: University of KansasEmail: cll@ku.edu Three University Perspectives: Weaving Equity, Diversity and Current Issues into Cl Co-Presenter 2: Tom LeTitle: Clinical Associate ProfessorOrganization: University of HoustonEmail: tmle17@uh.edu Co-Presenter 3: Deborah GoberTitle: Co-Director; Professor of Math EducationOrganization: Columbus State UniversityEmail: gober_deborah@columbusstate.edu

2. Participants will explore four equity activities used to embed equity, diversity, and related current issues into the Classroom Interactions course.  We will also discuss the critical question: How do we prepare teachers for schools “as they are” while also helping them prepare for their role as change agents for schools, community, and society. The intent of the session is to share resources and ideas to ensure equity and diversity as a building block of this and other courses in the Uteach model. Presenter: Ruth KravetzTitle: Clinical Associate ProfessorOrganization: University of Houston Email: rkravetz@uh.edu Co-Presenter 1: Carrie La VoyTitle: Lecturer, Mathematics EducationOrganization: University of KansasEmail: cll@ku.edu Three University Perspectives: Weaving Equity, Diversity and Current Issues into Cl Co-Presenter 2: Tom LeTitle: Clinical Associate ProfessorOrganization: University of HoustonEmail: tmle17@uh.edu Co-Presenter 3: Deborah GoberTitle: Co-Director; Professor of Math EducationOrganization: Columbus State UniversityEmail: gober_deborah@columbusstate.edu

3. Artifacts to Share

4. Introductions and Four Activities • Equity Stance Activity – Ruth (15 minutes) • Equity Step Backward and Forward – Carrie (15 minutes) • Equity School Scavenger Hunt – Ruth (15 min) • Four Corners Current Events Activity – Tom (5 minutes) Sharing Best Practices – Debbie (15 minutes) • Making Field assignment – Getting to Know Your Students Additional Resources • Mix, Freeze, Pair Activity • Mathematical Story Problem Activity • Equity Project List of Possible Topics Topics of Discussion

5. Purpose: • It helps students understand how teacher attitudes about equity affect the classroom experience of our students. • Each equity stance has some merit, thus forcing students to delve deeper into the rationale behind their own equity perspective. Guiding questions are located on p. 3-4 in the following link: http://www.nsrfharmony.org/protocol/doc/equity_stances.pdf Equity Stance Activity

6. What do you believe schools should do regarding equity in student learning? • This is not asking you what you believe about goals; this is asking what you believe about actions! Equity Stance: Essential Question

7. Read the 5 stances quietly and decide which stance most closely matches your own. • Write your initial reactions and any questions you might have. Equity Stance: Directions

8. Three Levels Text Protocol in Three Rounds • 1. Person 1 (up to 3 minutes) • LEVEL 1: read aloud the passage she/he has selected • LEVEL 2: say what she/he thinks about the passage (interpretation, connection to past experiences, etc.) • LEVEL 3: say what she/he sees as the implications for his/her work. • ____________________________________________________________ • 2. The group responds (up to 2 minutes TOTAL)to what has been said. • ____________________________________________________________ • 3. Repeat the process for Persons 2 and 3. Equity Stance: Directions

9. Equity Step Backward and Forward Goal: To examine unearned privilege based on race, gender, sexual orientation, religion, ability, etc. Objectives: Participants will be able to • Recognize that privilege is unearned • Recognize the diversity present within the group • Explain different types of privileges • Recognize the importance of not making assumptions • Recognize how valuable diversity is to the campus

10. Introduction: It is important to create a safe environment, and establish ground rules. If the group is unfamiliar, spend time on introductions and ice breakers. Explain that once the activity and discussion are over, while the general activity may be discussed the specifics of the activity, and specific details of participants responses may not be discussed. Model the activity: Equity Step Backward and Forward http://www.d.umn.edu/ids/Just%20Us/Diversity%20Awareness%20Activity.pdf

11. Purpose: • How to access and interpret demographic data about schools • How to compare schools • How to look for equity issues in schools based on published school data reports • Model the activity: Equity School Scavenger Hunt

12. Purpose: • Develop equity project topics • Expand topic ideas • Aid in constraining topic to a manageable scope • Model the activity: Four Corners Current Events

13. Purpose: Connecting classroom experiences related to equity and diversity to field experiences Sample Activity: Sharing Best Practices

14. Sharing out: What did you like and what would you like to incorporate? Are there any activities you would like to share with us? Sharing Best Practices

15. Purpose: Develop a community for Classroom Interactions instructors Additional Resources