Beruflich Dokumente
Kultur Dokumente
Focus Questions
How are implicit biases and stereotypes present in
classroom interactions, teaching practices, and
classroom/school procedures?
How can I serve as an advocate for all children both
inside and outside of the classroom? Is it possible
that I, as just one teacher can influence others to
make the changes needed to support all students?
Focus Questions
How can I lessen the racial and socioeconomic gap in
educational achievement as well and in the
community of my own classroom so that I can
meet all of my students needs to the best of my
ability?
How can I make my lesson plans culturally relevant
through the backgrounds, knowledge, and
experiences of all of my students?
Our Mission:
Curriculum:
Structural
Genius Hour
Students meet with multi-aged individuals or groups
Work on project through PBL
Can go to lunch at any point from 11-2
Community members supervise
Teachers collaborate
Electives
Types of Electives:
Performing Arts: singing, instruments, drama, dancing
Physical Activity basketball, football, gymnastics, yoga,
fitness
Creative Arts (sculptures, painting, sketching,
photography)
Life Skills (sewing, cooking, car maintenance, carpenter)
Neighborhood History/Culture (inspired by PBL)
Survey
Taught by community members
Curriculum:
Instructional
Rationale
Fostering Community-School Relationships
Promoting relevant, active real-world learning
Allowing students to have increased responsibility,
voice, and say
Giving students opportunity to learn from others
Addressing tensions
Tension:
Students thoughts/opinions/perspectives are not
valued
Solution:
Voice
Administration
Curriculum
Choice
Tension:
The curriculum in schools is not created with
individuals backgrounds, abilities and interests in
mind.
Solution:
Tension:
There are limited opportunities for students to engage
in meaningful collaboration: sharing diverse
perspectives and building on each others ideas.
Solution:
Social Experiences
Meaningful collaboration
Multi-Aged PBL and Inquiry Centers
Tension:
There is a disconnect in relationships and learning
between a students home, school, and their
community
Solution:
Home, School and Community Connections
Partnering with the community
Community service learning through outreach
Community Resource Center
Field trips
Tension:
Students in race and poverty are not given equitable
access to educational opportunities and community
resources.
Solution:
Equal Access
Community Center
No Standardized Test (www.fairtest.org)
No tracking (www.fairtest.org)
Tension:
Schools are not able to provide consistent and full
support to students both inside and outside of the
curriculum.
Solution:
Concluding Thoughts
The beauty and promise of true
restructuring is that it will provide us with
the opportunity to create the educational
systems that never have existed before,
not because they were hard to create, but
because we have not yet manifested the
vision, or tried to create them - Asa
Hilliard
Questions?