Cultivating Genius and Joy: An Equity Model for Culturally and Historically Responsive Literacy (Webinar unavailable for replay)
3/17/2021 3:30-5pm (PST)/ 6:30-8pm (EST)
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Webinar Description:
In this virtual, foundational 90-minute session, Dr. Gholdy Muhammad will clearly define culture, equity, anti-racism and culturally & historically responsive education. Together, culture will be explored and revisited in deep, multifaceted ways. We will consider our own cultural identities and approaches to learning the cultures/identities of students. By the end of this session, the educators will understand culture and will be charged to engage in self-identity work. The facilitator will also introduce educators to the model of culturally and historically responsive education. Educators will learn a brief history of CHRE and the power of education among communities of color in the United States. In addition, educators will be introduced to a four-layered equity model for teaching and learning (1) identity, (2) skills, (3) intellectualism and (4) criticality. Exemplar CHRE lesson and unit plans across the contents and grade levels will be shown and discussed. The session will end with practical considerations for writing equitable lesson and unit plans. |
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Bio: Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Clinic. Dr. Muhammad’s scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year. She is the author of the best selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. Twitter: @GholdyM |
Learn more about Dr. Muhammad's work here
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Co-Sponsors
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What Works Best for Literacy Instruction? Visible Learning for Literacy in History/Social Studies and ELA
4/15/2021 3:30-5pm (PST)/ 6:30-8pm (EST)
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Webinar Description:
Educators have been in search of “what works” for literacy instruction for decades. Our collective search for better ways to reach students and ensure that they develop knowledge and skills has resulted in thousands and thousands of books, hundreds of thousands of research articles, and countless websites. The truth is, not everything works. Only a few things work at ensuring that students gain a full year’s worth of growth for a year of enrollment in school, and we think it’s time we focused on what works, what doesn’t work, and what can’t hurt. And we’ve turned to Visible Learning (Hattie, 2009) for help. As he noted, students must develop surface-level learning if they are ever going to go deep. And we know that deep learning can facilitate transfer, which has been a goal shared by educators for as long as there have been teachers. In this interactive session, we focus on specific approaches that work at the surface level of learning and note that they are different from strategies that work at the deep and transfer levels. Importantly, we will clarify which approaches work at which phase of learning. Objectives:
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Bio:
Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Assessment-capable Learners. |
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Co-Sponsors
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