The third principle in the NYSED CRSE framework is “Identifying Inclusive Curriculum and Assessment.”
In this session, participants will consider how to position students to become agents of change in our learning environments; how to empower students to learn more about who they are; and how to build connections to the content.
Modes of Learning
This module was designed as a toolkit where participants complete the first immersive scenario, make choices on activities based on the topic, and complete the reflection that ends the module. Within many of the ‘choice’ activities, there are opportunities for participants to engage individually, in pairs or small groups, and in a whole-group setting. There are directions on each activity for participants or for facilitators.
Activities within the toolkit can be used electronically, or printed for use individually or in a group setting. Each activity has an estimated time frame included. The main presentation is provided in two formats, Powerpoint or Google Slides (the content of each is the same).
Facilitation Guide: Identifying Inclusive Curriculum and Assessment
Additional resource: NYU Steinhardt Metropolitan Center for Research on Equity and the Transformation of Schools: Culturally Responsive Curriculum and Assessment
Learning Objectives
Use the links provided below to skip to any section of this module.
- Student Advocates: Our learning environments should build up efficacious students who are agents of change for their communities. How are we positioning students to achieve this in our remote and hybrid learning environments?
- Self-Identity: In order for our remote and hybrid learning environments to build up efficacious students, we must first empower them. How are students positively represented in curriculum and assessments? How are students learning more about who they are as remote learners?
- Risk-Taking and Change: For our students to be advocates for change, they need to be engaged not only with the curriculum but with their communities. Teaching through PBLs, integrating service learning, and more allows students to feel a greater connection to the content presented.
Presentation Materials
Introduction
- Main slide deck presentation (select preferred file format)
- Module 4: Immersive Scenario
Student Advocates
Our learning environments should build up efficacious students who are agents of change for their communities. How are we positioning students to achieve this in our remote and hybrid learning environments?
- Supporting Self-Advocacy and Self-Awareness: To explore the role self-awareness plays in opportunities for students to advocate for themselves and others in remote and hybrid learning environments. This includes an e-text to read, a reflection and take action activity.
- Power and Privilege: To define and reflect upon the term privilege and how it can be reflected in our curriculum and assessments. This includes a video, a reflection and a collaborative activity.
- Multicultural Education in Remote and Hybrid Learning Environments: To understand and implement a framework for multicultural education within a curriculum that uplifts traditionally marginalized voices, offers diverse perspectives, and empowers all remote and hybrid learners. This includes a video, a reflection and a design activity.
Self-Identity
In order for our remote and hybrid learning environments to build up efficacious students, we must first empower them. How are students positively represented in curriculum and assessments? How are students learning more about who they are as remote learners?
- Exploring Multiple Perspectives: To synthesize strategies for creating a remote and hybrid classroom where all learners can share and understand multiple perspectives of one another’s life experiences. This includes a video, a reflection, collaboration and a design activity.
- The PBL-SEL Connection: To explore a variety of ways in which students can build self-awareness and identity affirming activities through the PBL approach. This includes an e-text and a design activity.
- Asset-Based Assessments and Actionable Feedback: To explore actionable feedback and equitable representation in assessments to support and prioritize asset-based research on academic achievement. This includes a website exploration, a reflection and a take action activity.
- Representative Curriculum: To review curriculum and additional remote and hybrid resources through a critical, culturally responsive lens. This includes a website exploration and a take action activity.
Risk-Taking and Change
For our students to be advocates for change, they need to be engaged not only with the curriculum but with their communities. Teaching through PBLs, integrating service learning, and more allows students to feel a greater connection to the content presented.
- Service Learning: To motivate students to engage in service-based projects to alleviate needs in their community. This includes a video, a reflection, and a design activity.
- Place- and Pursuit-Based Learning: To provide learners of all ages with relevant and authentic opportunities to meaningfully engage in service learning through the Place and Pursuit-Based learning experiences. This includes a video, a reflection, and a design activity.
- Maximizing Learning Through the Design Process: To explore IDE Corps.’s design process in remote and hybrid learning as an opportunity to prioritize risk taking to maximize student growth and achievement. This includes a video, a reflection, and a design activity along with additional resources.
Conclusion
Contact
If you have questions or are unable to access any of these materials, contact:
April Francis-Taylor (she/her/hers)
P: 631-687-3007