Our How
Through self-paced online modules and teaching practice in a mixed reality classroom, we will develop our critical lens, knowledge of anti-literacy legislation, share stories of reading in our communities, and use primary sources to further our own learning and the learning of our students.
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Methodology: Four Guiding Frameworks
Framework 1 Knowledge: Wineburg, Martin & Monte-Sano (2011), Reading Like a Historian, guides the Knowledge modules where participants explore anti-literacy laws through historical inquiry to critically analyze sources and develop interpretations. We use Beyond the Bubble type assessments created by TPS Partner, Stanford History Education Group.
Framework 2 Awareness: We use Muhammad’s (2020) Historical Responsive Literacy framework to develop the Awareness modules that invite teachers to critically examining current practices and historical teacher responses to language and literacy regulations within their own communities. Muhammad’s questions guide reflections: Identity: How will my teaching help students to learn about themselves and/or others? Skills: How will my teaching build students’ skills for the content area? Intellect: How will my teaching build student’s knowledge and mental powers? Criticality: How will I engage students’ thinking about power, equity, and disrupting oppression?
Framework 3 Action: The Action modules use mixed reality simulations as performance assessments guided by the Substitution, Augmentation, Modification, Redefinition (SAMR) taxonomy suggesting redefinition increases effectiveness of educational technologies (Hamilton et al., 2016).
Framework 4 Research: TLLAR uses a mixed methods embedded experimental research design framework to conduct and replicate randomized controlled trials comparing outcomes for participants in our treatment and control groups. In Yr 1 the treatment is oral coaching versus written self-reflection. This contrast may suggest effective use of coaching aimed at teacher learning. In addition, we examine sources of heterogeneity such as differentiated coaching, personalized practice, and elapsed time of a simulation. In Yrs 2 and 3, we change the treatment condition to live simulation with differentiated coaching versus learning through interactive recordings.
Aligned to Standards
Our professional development models teaching practices using real K-12 classroom experiences aligned to student learning standards. In this way, teachers can envision how inclusive teaching practices look when implementing K-12 curricula.
K-12 Learning Standards
Topic 3. Economic growth in the North, South, and West [USI.T3]:
Research primary sources such as antebellum newspapers, slave narratives, accounts of slave auctions, and the Fugitive Slave Act, to analyze one of the following aspects of slave life and resistance.
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]:
Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans.
Topic 7. Progressivism and World War I [USI.T7]:
Evaluate the impact of educational and literary responses to emancipation and Reconstruction.
Professional Teaching Standards
Using questioning and discussion techniques [3B]:
The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
Engaging students in learning [3C]
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking.
Adjustments to Practice [I-B-2]
Reflective Practice [IV-A-1]
Culturally Responsive Teaching Standards
“A culturally responsive teacher holds high expectations of culturally diverse students, respects, draws upon, and builds on diverse students’ funds of knowledge” (Gonzales, Moll, & Amanti, 2005).
A culturally responsive teacher promotes social justice through naming and critiquing discourses of inequality within and beyond the classroom (Santoro & Kennedy, 2016).
A culturally responsive teacher has what Epstein and Gist (2013) call “pedagogical dexterity” (p.19), that is, the ability to be pedagogically reflexive and reflective, and to respond to students’ learning needs through curricula, assessment and classroom practices that are relevant and meaningful.” p.209
Social Justice Anchor Standards
Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
Students will analyze the harmful impact of bias and injustice on the world, historically and today.
