Day 2

9:00 - 9:05

Welcome and Housekeeping

• Let's remember to update our names on Zoom to include pronouns.

• Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

9:25 - 9:45

Reviewing Yesterday's Reflections

• Read and reflect on yesterday's reflections using text rendering protocol

  • • Make your own copy of the document to annotate

    • Identify one sentence, one phrase, and one word

    • Read sentence aloud in today's virtual circle, followed by phrase and then word without comment

• Reflect on the text rendering protocol experience:

  • • What themes stood out to you?

    • What about the experience worked for you?

9:45 - 10:10

"Brave Spaces": Resonances and Challenges

• During the asynchronous pre-institute discussions on the TPS Teachers Network, we reflected on creating "brave" spaces. Add a comment to something that someone else wrote that challenges and/or resonated with you.

• You might also refer to two readings to help you reflect further on creating "brave" spaces.

  • • Brazas, C., & McGeehan, C. (2020). What white colleagues need to understand: White supremacy doesn’t stop at the teachers’ lounge door. Teaching Tolerance, 64, 55-58.

    • Dankowski, T. (2020, February 28). Calling on co-conspirators: Bettina Love pushes for abolitionism in the education system at PLA2020. American Libraries.

• In home groups, discuss what you wrote about resonances and challenges in creating "safe" and/or "brave" spaces. Add notes to the group note catcher.

• In whole group, share what your group discussed.

10:10 - 10:20

Break

10:20- 11:05

Using Writing + Primary Sources to Build and Inquire Into Community

• Introduce today's focus question: What does community mean for me as I think about re-entering my building and teaching again?

  • This question can help us think about...

1. how we’re building community together as practitioners,

2. how we might work with our students to build a classroom community, and

3. how we might work with students to explore what being part of a community outside of school could look like.

• As whole group, analyze a primary source that might help us think about:

  • • What does it mean to be part of a community?

    • What do we like about our community?

    • Is there something we might change?

    • What might it look like to try to make our community better?

• Facilitator models writing down what teachers see, think, and wonder about

  • • Thinking routines used:

      • Primary source analysis tool from the Library of Congress

      • "See, think, wonder" from Project Zero

      • "What makes you say that?" from Project Zero

    • Here's what a group of third graders who analyzed the same image saw, thought, and wondered

    • In chat, teachers write down questions (from the ones we already generated, that students generated, or that they haven't shared yet) that they think could drive further investigations

• In small groups using JamBoard, analyze 1 of 3 additional primary sources that could help us think about the first photo we analyzed

  • • Primary sources:

      • United farm worker musicians, 1969

      • Boycott lettuce & grapes, 1978

      • United farm workers picket A&P, 1973

    • Here's what one third grader saw, thought, and wondered about the same images

• After analyzing sources, students might be interested in investigating their questions (and our unit focus questions) further with secondary sources

  • • Harvesting Hope: The Story of Caesar Chavez (2003)

    • Dolores Huerta: A Hero to Migrant Workers (2012)

    • Side by Side / Lado a Lado (2010)

11:05- 11:40

Poses, Wobbles, and Flows

• In the introduction to What It Means to Pose, Wobble, and Flow, NWP colleagues Garcia & O'Donnell-Allen (2015) challenged the “alluring notion that there’s a set of best-practice teaching methods somewhere out there that are so foolproof they should come with a money-back guarantee. As [bell] hooks points out, ‘engaged pedagogy recognize[s] that strategies must constantly be changed, invented, re-conceptualized to address each new teaching experience’ (1994, pp. 10–11)” (p. 1).

• Reflect on your experiences this morning and your own classroom experiences.

• What “poses” were present?

• What were the “wobbles”?

• What do you envision “flow” like?

11:40 - 11:45 + afternoon

Closing and Afternoon Activities

1. Add a word to a shared slide to describe how you are feeling after day 2.

2. Journal groups

   • • Recommended for this summer: Write for 20 minutes, then meet together for 20 minutes using a platform that works for your group

3. Reaction Sheet

4. Asynchronous Activity: Exploring loc.gov

   • • Today, we analyzed a set of primary sources that might help us build and reflect on community with our students. The Library of Congress has a number of other digitized texts that we might use in our classrooms at loc.gov. This afternoon, you'll asynchronously explore loc.gov and share something you found that might introduce to students.

     • Check out the three videos that explain where you might go to find primary sources at loc.gov. Then, add a primary source to a shared slideshow and describe why you selected this item for potential classroom use.

5. Reading to Prepare for Day 3:

• • • Clayton, C. (1989). We can educate all our children. The Nation, 249(4), 132-135.

    • Lake, R. (1990). An Indian father's plea. Teacher Magazine, 2(1), 48-53.

    • Petersen, M., & Birch, M. (2013). The disruptive/transformative potential of the Common Core State Standards. National Writing Project.

    • Puntel, C. (2004). Who's core is it? The Voice, 9(3).