Lesson 3: Finding and Developing Resources

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Lesson 3 Objective and Accessibility

  • Objective: Students will work together to find meaningful and actionable resources that can later be used in crafting their own CRT-driven curriculum materials.
  • Digital Platform(s): Nearpod — used as a collaborative board to share found resources, and to share created resource. Also, file sharing platform (Dropbox, OneDrive, Google Drive, hyperlink, etc.) — used to share participant-developed resource.
  • Pre-requisites: Device with access to the internet and ability to contribute to discussion on an online platform, Nearpod. Also, ability to share via some file sharing platform a completed resource to be made available to fellow classmates.

Equity, Rigor, and Comfort in Resources

In this lesson, we will focus on uncovering and developing resources that we find useful in our quest to craft more culturally responsive curriculum materials. No matter how grade- or content-specific the resource, something can always be gleaned for the good of the group. We want to ensure that the resources we find are equitable, rigorous, and create a level of comfortability for all learners in our classrooms.

In the video clip below, Zaretta Hammond talks about the trauma that is passed on generationally from attending school in which students feel marginalized and treated as less-than. You are encouraged to watch the entire video, but for the purpose of our discussion and the ensuing assignment, please watch between 52:35 and 55:45 (approx. 3 minutes).

Lesson 3, Assignment 1

ASSIGNMENT Discussion: Lesson 3, Prompt A: When we think of resources for culturally responsive teaching, what elements must be present for the resource to be equitable, rigorous, and comfortable?

Sharing Resources

As individuals, we will find our own articles, books, websites, videos, infographics, and other resources that speak to us and our particular content area. In the final lesson of this mini-course, we will make use of that content by applying it to a lesson plan of our own design. However, we are greater than the sum of our parts, and reading or watching something that you may not have found from searching on your own always provides the opportunity of uncovering something you didn't even know you were looking for.

Consider the Dimensions of Equity from CRT & The Brain, which we looked at in Lesson 1:

Dimensions of Equity, Zaretta Hammond.png

The resources we share with each other will have these elements of Multicultural Education, Social Justice Education, and Culturally-Responsive Pedagogy, all intertwined. Not all resources are robust enough to tick every box, but as a collective, we will accomplish the objective of sharing material that is equitable, rigorous, and comfortable enough for us to use in our own classrooms.

Lesson 3, Assignment 2

ASSIGNMENT On the Nearpod collaborative board (code: NFCDG)...

  • post 3 resources you find particularly useful, and
  • create 1 resource that you are willing to share with the group.

You do not need to craft an entire lesson for the purposes of this assignment, as the final project we are working towards is your own lesson plan.

Screenshot of our Nearpod collaborative board

As you read the contributions of your classmates, Nearpod allows you to "like" individual posts. Over time, it may become apparent that certain resources are more robust than others depending on the number of "likes" garnered. However, do not take for granted the validity of a piece of content solely on that criterion; instead, you are expected to read through at least three resources that you did not contribute, and, in the final assignment for this lesson, discuss briefly how you plan to implement those materials.

Lesson 3, Assignment 3

ASSIGNMENT Discussion: Lesson 3, Prompt B: List three resources from the Nearpod collaborative board that you did not contribute but hope to use, and write briefly about how you hope to tie them into your own culturally responsive teaching.

References and Resources

Hammond, Zaretta. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Corwin, 2015.

“Inequity Is Not an Option: Urgent Next Steps in Leading for Equitable Instruction.” Featuring Linda Darling-Hammond, and Zaretta Hammond, YouTube, Corwin, 2020, youtu.be/Ll8DcS_c9IA.

Wachira, Patrick, and Jane Mburu. “Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms.” Multicultural Learning and Teaching, vol. 14, no. 1, 2017, doi:10.1515/mlt-2016-0023.

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