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<h2 class="hd hd-2 unit-title">1.5.1 Mindsets in Balance</h2>
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<p>In the following video, Justin introduces a hypothesis for learners to consider: that the educator mindsets for equity are often out of balance in schools, and that most schools could benefit from more of the Equity, Asset, Aware, and Context-centered mindsets. </p>
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<h2 class="hd hd-2 unit-title">1.5.2 Revisiting Jeremy’s Journal with An Equity Mindset: Should He Take the Quiz?</h2>
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<p>Let’s return to <em>Jeremy’s Journal</em> practice space. We find that most participants who play through <em>Jeremy’s Journal</em> draw on either the Equity or Equality mindsets in explaining their reasoning. Here are some common perspectives and sample responses from educators that have participated in Teaching Systems Lab workshops.</p>
<h3><strong style="color: #008080;">Equity-based reasoning:</strong></h3>
<p>An Equity point of view emphasizes that students' ability to perform is often based on what is happening outside of the classroom, and sees that multiple factors play into Jeremy’s success. His perceived abilities and efforts might not tell us the whole story of what’s going on with him. Some common rationales for Jeremy not to take the quiz are that the assessment should be less about performing under pressure than it is about understanding the material. The goal is for him to learn the material, and it doesn’t exactly matter if it’s right at that moment. </p>
<p style="padding-left: 60px;">Equity mindset: <span style="color: #008080;">“I would tell Jeremy that he does not have to take the test that day. After all, the point is for him to learn the material and it kinda doesn't matter exactly when.”</span></p>
<p>But there are equity rationales for taking the quiz too. Some participants have responded that based on the student work artifacts most students don’t get the material, so the teacher should give the quiz, but not grade it. Others think that Jeremy can benefit somewhat from taking the quiz because he and the teacher can get on the same page and plan for what he needs to learn. </p>
<p style="padding-left: 60px;">Equity mindset: <span style="color: #008080;">"Jeremy, this quiz is just to help me identify how to instruct you better. If you could take it and do what you know, and circle the questions that do not make sense, I would love to work with you to help you better understand. This quiz is not a life or death matter so don't worry</span>.”</p>
<p style="padding-left: 60px;">Equity mindset: <span style="color: #008080;">“I hear you that you are nervous about the quiz today. Let's try this. Why don't you go ahead and take the quiz and if you fail it then we will go over it together and work through the confusion and then you can retake the quiz for partial credit. Does that sound good?” </span></p>
<p>Participants who bring an Equity mindset to this scenario tend to notice all the things that could be going on in Jeremy’s life that could be affecting his academic performance. Some examples include: Jeremy’s home life, access to medical care, social embarrassment in the classroom when confused, and maybe a lack of a trusting and honest relationship with the teacher. An Equity mindset doesn’t just realize that other factors may be operating in his life, but attempts to learn about them and provide supports and solutions.</p>
<h3><span style="color: #008080;"><strong>Equality-based reasoning:</strong></span></h3>
<p style="font-size: 16px;">An Equality point of view emphasizes policies, standards, and equal treatment, with educators accepting that students’ achievements are based solely or mostly on their ability or effort. A common Equality rationale for having Jeremy take the quiz is, regardless of the situation, he needs to take the quiz just like everyone else. A goal is to hold him accountable because he was wasting time throughout the week, he was distracting his peers, and he was just coming up with excuses. </p>
<p style="padding-left: 60px;">Equality mindset: <span style="color: #008080;">“Take the quiz today. Regardless of the situation, he needs to take the quiz with everyone else. I don't want to embarrass him by explaining why he didn't take it and I still don't know what's been really going on with him.”</span></p>
<h3><span style="color: #008080;"><strong>Final thoughts: </strong></span></h3>
<p>Here’s an idea that we’d like you to try on for size: If looking back on your responses, you think you brought Equality-based reasoning to your decision, we’d invite you to try out more Equity-based reasoning. </p>
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<li><span style="color: #008080;"><strong><span style="font-size: 1em;">Try noticing outside factors that may be inhibiting student learning. </span></strong></span></li>
<li><span style="color: #008080;"><strong>Try strategies to be flexible and differentiate instruction to meet different student needs. </strong></span></li>
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<p>Of course, it’s certainly possible to go overboard. If this is the tenth time Jeremy has skipped a quiz, there is a risk of being flexible to the point of disempowering students. There is an important balance between an Equity mindset and continuing to hold Jeremy’s work to high expectations. </p>
<p>The key point to emphasize here is that attention to the individual is really fundamental to equitable teaching. As we move forward in the course, we’re going to try to keep diverse individual needs in mind as we think about strengthening equity work in classrooms, schools, and communities. Equity has to do with actively playing a supportive role with Jeremy, and with all of our students. </p>
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