Day 3

9:00 - 9:10

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.

9:10 - 9:25

Reviewing Yesterday's Reflections

• Read yesterday's reflections

  • • Highlight in green anything that resonates with you.

    • Highlight in yellow anything you would like to hear more about.

    • If you select something someone else selected, add a comment.

9:25 - 9:40

Writing Into the Day: Freedom Schools

• Closely read the primary source: Overview of the Freedom Schools, 1964. Jot down things that you notice and wonder about.

• Notice that the Overview of the Freedom Schools has a title given to it by the authors as well as a caption in the bibliographic record by an archivist. If you were to write a new title (or caption) for this piece right now that communicates the most important idea that should be remembered by a reader, what would that title be? You may choose to write a title from a perspective of someone at the time and/or a caption from a perspective of someone today.

  • • Headline thinking routine (Project Zero) is a way to summarize the core idea of a text and to communicate your current understanding.

• Post headlines in the chat. Read someone else's headline if it stands out to you. You can repeat headlines that someone else already called attention to.

• Additional Resources:

  • • Glenda Funchess oral history interview conducted by Emilye Crosby in Hattiesburg, Mississippi, 2015 December 02. (Library of Congress Civil Rights History Project, American Folklife Center)

    • Freedom Summer (American Experience)

    • SNCC Digital Gateway: Freedom Schools

      • Freedom School Poetry (SNCC, 1965)

    • Sites in Philly continue the Freedom School legacy (Philadelphia Public School Notebook, 2018)

    • John Elliott Churchville oral history interview conducted by Joseph Mosnier in Philadelphia, Pennsylvania, 2011 July 15. (Library of Congress Civil Rights History Project, American Folklife Center) [While John Elliott Churchville doesn't talk about Freedom Schools, he does reflect a lot on education as well as his experiences with SNCC and the Black Power Movement. He also went to Pierce Elementary in North Philadelphia.]

9:40 - 10:15

Reflecting on How Learning Spaces Have Been Defined

• Introduce today's focus question: How have learning spaces been (re)defined for me?

• While the Freedom Schools text was from the 1960s, we might think about how people across time have thought about, argued for, and organized themselves for education. (Clayton, 1989; Lake, 1990; and Puntel, 2004, are some examples!)

• Analyze two more images of schools: one of an adult freedom school in 1964 and one from the Carlisle Indian School in 1901. Jot down noticings and wonderings.

  • • Image 1: Freedom School Adult Classes, 1964

    • Image 2: [Debating class, Carlisle Indian School, Carlisle, Pennsylvania] (1901)

• Create a new title/caption/headline for each image. In breakout groups, share what you wrote by adding a caption or headline to JamBoard. Then, discuss how these images may challenge or affirm the ways in which we might define learning spaces in our schools.

  • • What ideas did you get from Clayton (1989), Lake (1990), and/or Puntel (2004)?

    • What would we say about headlines that said, "Education is for assimilation and erasure" and/or "Education is for empowerment and self-determination"?

    • What roles do we have in redefining learning spaces as teachers—even when we feel like others have tried to define those spaces for us?

• Additional Resources:

  • • Zitkála-Šá. (1900, February). The school days of an Indian girl. The Atlantic Monthly, 85(508), 185-194.

    • LOC Primary Source Set: Assimilation through Education

    • LOC Lesson Plan: Indian Boarding Schools

    • Learning in Places

10:15 - 10:25

Break

10:15 - 11:15

(Re)defining Learning Spaces in 2020

• Create a six word memoir in response to the day’s focus question that takes into account your experiences this spring during remote learning. (Here's what we came up with.)

  • • What has been defined and redefined for you?

    • What have you sought to define yourself?

    • What about your students and their families?

• Read the piece “What Is freedom? Teaching kids philosophy in a pandemic.”

  • • What resonates with you about the ways in which the piece (re)defines learning spaces?

    • Is there some further redefinition work you’d suggest if you were in dialogue with the educators who designed this space?

• Check back in as whole group: As we look forward to the fall, what might we do to further define what learning spaces can be for ourselves and our students? What’s a takeaway from today so far? In what ways might students be invited to redefine school?

  • • Jot down ideas in a shared document.

    • Discuss in whole group.

11:15- 11:35

Introduce ISI Portfolio

• Slideshow with portfolio description and examples

11:35 - 11:40 + afternoon

Closing and Afternoon Activities

1. Add one word to a shared slide to describe how you are feeling during day 3.

2. Journal groups

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

3. Reaction Sheet

4. Asynchronous Activity: Check on and add to posts in the TPS Teachers Network

5. Reading to Prepare for Day 4:

• • • Christensen, L. (2001). Where I’m from: Inviting students’ lives into the classroom. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice, vol. 2 (pp. 6-10). Rethinking Schools.

    • Freire, P. (1983). The importance of the act of reading. Journal of Education, 165(1), 5-11.

    • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.

    • Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67-74.

    • Treiman, R. & Markson, L. (2016). When do children learn to write? Earlier than you might think. The Conversation.