EDUC 202 DIG Day 13
The First Order April 18, 2018
Double tables
Agenda
- Housekeeping
- Notes from Dr. G
- Interactive Peer Review
- Group Reading of Tuck and Yosso
1. Housekeeping Stuff...12:00-12:10
Themes/Norms to Keep In Mind...
- Brave Space
- Education vs. Schooling
- Social Justice
Understanding and Measuring Social Justice in Education
- How People Experience Schooling
Racism and Racialization in Education
Markets, High Stakes Education, & Corporate America
Culturally Relevant Teaching and Funds of Knowledge
Cultural Capital
Disciplinary Policies & the Criminalization of Youth
Timeline For Rest of Course
- 4/18: Social Justice Project: Revisions - bring rewritten outline that indicates how you took your peers’ feedback and made changes, or why you chose not to make some changes (justify). Speed Reviewing Round 2.
- 4/25: James Scholar Presentations and Mock Quad Day
- 5/1: Quad Day
- 5/5: Final Project due with Written Reflections
2. Notes from Jadyn's reviews
- TITLE - do you have one, and is it compelling?
- Stakeholders: remember that those you are advocating for are not voiceless (but they may currently be silenced - these are different things), AND they are your biggest stakeholders.
- YOUR reasons for study: have you made it clear why your topic is important to YOU?
- Compelling me to want more: most of you are doing a fantastic job driving the need to know!
- CARING vs. DOING: many of you have this down, but push yourselves - and each other - today, ask the question, have we done enough in the DOING category?
CONTINUED Driving Question: How are all our projects interrelated?
- Subjects interrelating/impacting each other
- Website plugs
- Referring to others’ booths on Quad Day
- Possibly citing each other's work
3. INTERACTIVE peer review: 12:15-1:15
Meet with your group and CONNECT. (5-10 min)
- How will you start?
- Have you really taken into account the peer feedback and feedback from Jadyn?
- How will you finish?
- You’ll have 10 minutes to talk about your project and explain how you made changes and improvements from last week, so make it count!
STARTING GROUPS:
- Dania / Syed & Chris
- Jess, Rachel, & Sam / Sophia, Jenny, & Caroline
- Sean, Gary & Jordan / Brian P. & Christian
- Abby, Joanna, & Latifah / Nina, Erica, & Emily
- Brian M., Nailea, Marco / David & Josh
Speed Review Round ONE (15 min)
- Group A presents while Group B interacts (10 min)
- Group B fills out online peer review form (5 min)
- Group B presents while Group A interacts (10 min)
- Group A fills out online peer review form (5 min)
find a new group!
Speed Review Round THREE (15 min)
- Group A presents while Group B interacts (10 min)
- Group B fills out online peer review form (5 min)
Speed Review Round FOUR (15 min)
- Group B presents while Group A interacts (10 min)
- Group A fills out online peer review form (5 min)
4. Circle of Trust Reading of Tuck & Yosso 1:15-1:50
Critical Reading & Analysis of Tuck and Yosso articles. Read for two things: application for the community, and application for your project.
- Jenny, Sophia, Caroline p. 409-411 paragraph 1
- Chris & Syed p. 411 paragraph 2 through p. 413
- Sam, Rachel, Jess p. 416-419 stop at A Cautionary Note
- Marco, Brian, Nailea p. 419 A Cautionary Note to p. 422 stop at Suspending Damage
- Christian & Brian p. 422 Suspending Damage to the end p. 424
- Jordan, Gary, Sean p. 69-71
- Josh & David pg. 72-top of p. 75
- Dania & Kim pg. 75-77 paragraph 1
- Emily & Nina p. 77 paragraph 2 through pg. 79 #3
- Joanna, Abby, Latifah p. 79 #4 through the end p. 82
- Read for 10 minutes,
- Discuss important points with your group for 5 minutes
- Find 3 important points you think are main takeaways and add them to the padlet
- Share out for the rest of class.