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<h2 class="hd hd-2 unit-title">1.8.1 Readings and Resources for Unit 1</h2>
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<p style="font-size: 16px;"><span><strong>Choose two of the following resources to read, listen to or watch</strong>; skim or scan others that may also be of interest. </span></p>
<p style="font-size: 16px;"><span>We encourage you to reflect on these readings in a journal and discuss further. </span></p>
<h3><strong>Identity: Who we are shapes how we educate</strong></h3>
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<li><span style="font-size: 1em;">Pai, Minjung. 2019. <a href="https://blog.heinemann.com/podcast-scaffolding-instruction-identity-work-minjung-pai-betina-hsieh" target="_blank">On the Podcast: Scaffolding Instruction with Identity Work with Betina Hsieh and Minjung Pai</a>. Heinemann Blog. In this podcast episode, researcher and teacher educator Betina Hsieh discusses the identities educators bring into the classroom, and why understanding them is so crucial to help reach students. </span></li>
<li><span style="font-size: 1em;">Tatum, Beverly Daniel. 2000. <span style="text-decoration: underline;"><a href="https://uucsj.org/wp-content/uploads/2016/05/The-Complexity-of-Identity.pdf" target="_blank">The Complexity of Identity: “Who Am I?</a></span>”. in Readings for Diversity and Social Justice: An Anthology on Racism, Sexism, Anti-Semitism, Heterosexism, Classism and Ableism. Routledge. In this article Dr. Tatum describes the importance of identity in adolescent development, including the complexities of dominant and subordinate identities across cultures. </span></li>
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<p><em>For more resources around working with identity in the classroom, see our <a href="/courses/course-v1:MITx+0.503x+T2020/jump_to_id/ab6624e81cbf4bb08a2d8defa9005ec6" target="_blank">Additional Classroom Resources</a>. </em></p>
<h3><strong>Equity: Reconsidering how we think about individual learners</strong></h3>
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<li><span style="font-size: 1em;">Minor, Cornelius. 2019 </span><a href="https://blog.heinemann.com/how-listening-can-help" target="_blank" style="font-size: 1em;">How Listening Can Help</a><span style="font-size: 1em;">. Heinemann Blog, January 28. Author and educator Cornelius Minor shares key themes from his 2018 book <em>We Got This: Equity, Access and the Quest to Be Who Our Students Need Us to Be</em>, including the impact of listening to students and redistributing power in a classroom. <em>If you enjoyed this blog post and video, </em><em style="line-height: 1.4em; color: #313131; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;">this <a href="https://blog.heinemann.com/on-the-podcast-building-better-heroes-with-cornelius-minor" target="_blank" style="color: #0075b4; font: inherit; text-decoration-line: none; transition: all 0.1s linear 0s;">30 minute podcast</a> episode shares more of the approaches and themes found in Minor's book. </em> </span></li>
<li><span style="font-size: 1em;">Mills, Afrika Afeni. 2019. </span><a href="https://blog.betterlesson.com/what-do-you-mean-when-you-say-those-kids-dont-want-to-learn" target="_blank" style="font-size: 1em;">What Do You Mean When You Say "Those Kids Don't Want to Learn?</a><span style="font-size: 1em;"> Better Lesson, February 12. In this article, Mills describes a series of questions to ask when students are not engaging in class.</span></li>
<li><span style="font-size: 1em;">CAST, inc. 2020. </span><a href="http://www.cast.org/our-work/about-udl.html#.WD3OG6IrKi4" target="_blank" style="font-size: 1em;">Universal Design for Learning</a><span style="font-size: 1em;">. A framework intended to improve instruction by considering scientific insights on how people learn, the UDL framework guides the design of instructional goals, assessments, methods, and materials that can be customized and adjusted to meet individual needs.</span></li>
<li>Wiggins, Grant. 2014. <a href="https://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/" target="_blank">A Veteran Teacher Turned Coach Shadows 2 Students for 2 Days – a Sobering Lesson Learned</a>. Granted, and… ~ thoughts on education blog. October 10. In order to gain empathy, this learning coach shadowed two students, and shares how it made them rethink their practice. </li>
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<h3><strong>The Myth of Meritocracy </strong></h3>
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<li><span style="font-size: 1em;">Act.tv. 2019. </span><span style="text-decoration: underline;"><a href="https://www.youtube.com/watch?v=YrHIQIO_bdQ" target="_blank" style="font-size: 1em;">Systemic Racism Explained</a></span><span style="font-size: 1em;">. This video describes how systemic, intergenerational inequality can shape our lives, and why hard work and talent leads more easily to success for some than others. </span></li>
<li><span style="font-size: 1em;">Radiolab. 2017. </span><span style="text-decoration: underline;"><a href="https://www.wnycstudios.org/podcasts/radiolab/articles/radiolab-presents-media-busted-americas-poverty-myths" target="_blank" style="font-size: 1em;">Radiolab Presents: On the Media: Busted, America's Poverty Myths</a></span>.<span style="font-size: 1em;"> WNYC. January 18. In this podcast episode, some common notions about wealth and poverty are re-examined, including questioning the idea that anyone deserves to be wealthy or poor. (Note that this episode highlights segments of a longer podcast series).</span></li>
<li><span style="font-size: 1em;">Anderson, Melinda. 2017. </span><span style="text-decoration: underline;"><a href="https://www.theatlantic.com/education/archive/2017/07/internalizing-the-myth-of-meritocracy/535035/" target="_blank" style="font-size: 1em;">Study: Poor Kids Who Believe in Meritocracy Suffer</a></span><span style="font-size: 1em;">. The Atlantic. July 27. This article describes research into the psychological impact of belief in a meritocracy myth among low-income children. </span></li>
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<h3><strong>TeachLab Podcast Episode </strong></h3>
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<li><span style="font-size: 1em;">Reich, Justin. 2020. <a href="https://teachlabpodcast.com/episodes/neema-avashia-s1!ac0d3" target="_blank">Neema Avashia</a>. TeachLab Podcast. Neema Avashia, a civics teacher in the Boston Public Schools, speaks to the importance of empowering students to express themselves, teaching difficult topics, and helping students engage in real-world civics lessons. </span></li>
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<p><strong>Note: for further reading on these topics, see our <a href="/courses/course-v1:MITx+0.503x+T2020/jump_to_id/8203aa2f8fd7474b87c2900dc18c2f48" target="_blank">book list</a> in our end of course resources. </strong></p>
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<h2 class="hd hd-2 unit-title">1.8.2 Additional Resources for Unit 1: Educator Mindsets Summary Chart</h2>
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<p>For your reference, here is a chart that summarizes some ideas around the Equity and Equality Mindsets. For each mindset, you’ll notice the chart describes three common ideas associated with the mindset (orientations). It also gives an explanations for these orientations, as well as common consequences. </p>
<p>This chart has been adapted from work done by two researchers at the University of Southern California, Robert Filback and Alan Green, to synthesize some current thinking in the field about educator mindsets for equity. </p>
<p><strong>See a <a href="/assets/courseware/v1/e7acfac36b2390b5a7f6dd09a3893ba0/asset-v1:MITx+0.503x+T2020+type@asset+block/EquityMindsetTable.pdf" target="_blank">PDF of the Equity versus Equality Mindset Chart here.</a></strong></p>
<p><a href="/assets/courseware/v1/e7acfac36b2390b5a7f6dd09a3893ba0/asset-v1:MITx+0.503x+T2020+type@asset+block/EquityMindsetTable.pdf" target="_blank"><img height="777" width="1000" src="/assets/courseware/v1/d477ec78608a3fd4d6990d3740dd6ea1/asset-v1:MITx+0.503x+T2020+type@asset+block/EquityMindsetTableThumbnail.jpg" alt="A thumbnail for the Equity versus Equality mindset table" style="display: block; margin-left: auto; margin-right: auto;" /></a></p>
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