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<h2 class="hd hd-2 unit-title">1.6.1 Assignment Overview: Small Changes in Practice to Address Student Needs</h2>
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<h3><span style="color: #008080;"> <strong>A note for taking this course during the COVID-19 pandemic</strong></span></h3>
<p>In this assignment, we encourage learners to try a small change in their practice. If your school or organization is being impacted by COVID-19, we have some suggestions for adapting the assignment:</p>
<ul>
<li>If you are being asked to move your instruction online, consider using this assignment to help you plan for part of that shift. </li>
<li>When picking a focal student, choose someone who you think will be significantly impacted by the changes your students are experiencing due to the pandemic. </li>
<li>Share your idea for a small change with your focal student via phone or video chat. Ask for feedback! </li>
<li>Plan a change that you can try once your school resumes a regular schedule.</li>
<li>Once you try out your small change, consider getting feedback from students digitally or over the phone. </li>
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<p>One way to practice enacting an Equity mindset is to think about helping one student in your context, which we're referring to as a focal student. As educator Reagan Riddle writes: </p>
<p style="padding-left: 60px;">"Focal students provide a way to make a daunting task manageable. [They] help teachers develop the discipline of deeply understanding the student's needs, adjusting their teaching to meet those needs, and in doing so, impacting the rest of the classroom as the quality of their teaching rises. </p>
<p style="padding-left: 60px;">With focal students in mind, teaching is not just executing a well-designed lesson, but it's checking to ensure that the students achieved the objectives of that lesson. In addition, focal students give teachers a critical window into the factors beyond academics that influence learning. Factors such as what motivates a student, the student's belief in themselves, or their perception of whether their teacher believes in them all impact learning. The process of "researching" focal students enables a teacher to build relationships with students who might otherwise have slipped through the cracks. By focusing on focal students, teachers become more effective for all students."</p>
<p>In this assignment, you will plan a small update or modification to something in your practice, like a lesson, by focusing on addressing the needs of a single focal student. Then, if you’re able, you will try this modification out with your students, see how it goes, and share with your trusted colleagues. We provide more detailed instructions in Section 1.6.3 of the course.</p>
<p></p>
<p><strong>References:</strong><br /> Riddle, Reagan E. <a href="http://reaganeriddle.weebly.com/uploads/4/9/1/2/49120885/whyafocalstudentstrategy.pdf" target="_blank">Why a Focal Student Strategy</a>. http://reaganeriddle.weebly.com/.</p>
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<h2 class="hd hd-2 unit-title">1.6.2 Assignment Inspiration: Small Changes in Practice to Address Student Needs</h2>
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<p>In a recent TeachLab podcast, we talked with civics teacher Neema Avashia. She told a story about supporting a reluctant writer in one of her classes, and in an incredible coincidence, her student's name just happened to be Jeremiah— a striking resemblance to the name of our protagonist Jeremy in the practice space, <em>Jeremy's Journal</em>! Listen to the modification that Neema made in her practice to help Jeremiah make some great progress as a writer.</p>
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<h2 class="hd hd-2 unit-title">1.6.3 Assignment Instructions: Small Changes in Practice to Address Student Needs</h2>
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<h3><strong>Instructions: </strong></h3>
<p><strong>1.</strong><strong style="font-size: 1em;"> Pick a focal student.</strong><span style="font-size: 1em;"> Pick a student who you want to work on supporting better. Perhaps someone who is academically disengaged or who may benefit from additional academic support to help them be successful in school. </span></p>
<p><span style="color: #008080;"><strong><span style="font-size: 1em;">Note: if you are not a classroom teacher or don't work directly with students, see alternate ways to do this assignment at the end of the instructions. </span></strong><span class="Apple-tab-span" style="white-space: pre;"> </span></span></p>
<p><strong>2. Reflect on what you know about your focal student</strong><strong style="font-size: 1em;">.</strong>* <span style="font-size: 1em;">Use the following questions as inspiration to get started, and jot down some notes about your focal student: </span><strong style="font-size: 1em;"> </strong></p>
<ul>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;">What does my focal student like? How do I know? </span></li>
<li><span style="font-size: 1em;">Why does my focal student engage in learning? What do I think they want to accomplish in life? How can I help them get closer to that goal in my class? </span></li>
</ul>
</ul>
</ul>
</ul>
<p style="padding-left: 30px;">You can also think about what’s required for students in your class to be successful: </p>
<ul>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;">In my class, what are the top three things students need to do to be successful? </span></li>
<li><span style="font-size: 1em;">Are there any barriers to my focal student’s success in my classroom that I could try changing or removing?</span></li>
</ul>
</ul>
</ul>
</ul>
<p style="text-align: left;"><strong>3. Brainstorm ways to support your focal student. </strong>Set a timer for 5 minutes and brainstorm as many ideas as possible for designing the perfect lesson tailored to your focal student. There are no bad ideas in brainstorming, so write down anything and everything that comes to mind! </p>
<p style="padding-left: 30px;">If you need some help generating ideas, you can try: </p>
<ul>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;"><strong>Reviewing the mindsets and consequences for the Equity mindset</strong> <strong><a href="/assets/courseware/v1/e7acfac36b2390b5a7f6dd09a3893ba0/asset-v1:MITx+0.503x+T2020+type@asset+block/EquityMindsetTable.pdf" target="_blank">in this table</a>.</strong></span></li>
<li><span style="font-size: 1em;"><strong>Talking to your focal student.</strong> Talk with your focal student about how school is going. Ask how school could be even better for them. Really listen to what they have to say. It may take some time for them to open up, but students often appreciate the chance to talk about their experiences. </span></li>
<li><span style="font-size: 1em;"><strong>Browsing these ideas and resources from other educators</strong> <strong>working on addressing equity in K-12 education.</strong> Pick one of their ideas or strategies to try. </span></li>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;"><a href="http://www.cast.org/our-work/about-udl.html" target="_blank">Universal Design for Learning Guidelines</a> from <a href="http://www.cast.org/" target="_blank">CAST</a> suggest ways to design and customize learning experiences (including instructional goals, assessments, methods, and materials) to meet students’ individual needs. </span> </li>
<li><span style="font-size: 1em;">To learn more about how using a focal student strategy can help educators grow, read <a href="http://reaganeriddle.weebly.com/uploads/4/9/1/2/49120885/whyafocalstudentstrategy.pdf" target="_blank">this short resource</a> by Reagan Riddle, which was quoted in Section 1.6.1 of the course.</span></li>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<p><strong>4. Choose something from your list to try soon. </strong>Pick something from your brainstorm list, and think about how you could use that idea for a customized lesson to make an update or modification to your practice. Choose something that seems feasible, that you could try out in the next week or two.</p>
<p><strong>5. Try out your modification. </strong>Give it a try! Afterward, make some notes about how it went, anything you would do differently if you tried it again, and whether your modification seemed successful at removing barriers for your focal student, or for any other students. If possible, talk with your focal student afterwards and get their feedback, in addition to other students in your class. Did they like the modification you made? Find it helpful? Do they have suggestions for anything else that would help them?</p>
<p><strong>6. Share what you designed, tried, and learned. </strong>On the next page, you’ll have a chance to share your experience with your peers. </p>
<p><span style="color: #008080;">If you don’t work directly with students, you can: </span></p>
<ul>
<ul>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em; color: #008080;">Choose a focal learner from among a group of adult learners with whom you work</span></li>
<li><span style="color: #008080;">Use Jeremy from the <em>Jeremy’s Journal</em> practice space as your focal student, and the week’s grammar lesson as your lesson to modify</span></li>
<li><span style="color: #008080;">Use a student in your family (like a cousin, niece, or nephew) or in your social circle as your focal student</span></li>
</ul>
</ul>
</ul>
</ul>
</ul>
<p><span color="#008080" style="color: #008080;"> </span></p>
<p></p>
<p style="text-align: left;"><em>*Adapted from Cornelius Minor's book We Got This</em><i>: Equity, Access, and the Quest to Be Who Our Students Need Us to Be</i><em style="font-size: 1em;">. More examples of his strategies on <a href="https://www.heinemann.com/shared/companionresources/e09814/minor_or-1-2.pdf" target="_blank">listening to</a> and <a href="https://www.heinemann.com/shared/companionresources/e09814/minor_or-2-1.pdf" target="_blank">thinking about</a> students on his publisher's <a href="https://www.heinemann.com/products/e09814.aspx" target="_blank">website</a>. See full citation in 1.6.6.</em></p>
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<h2 class="hd hd-2 unit-title">1.6.4 Share and Peer Feedback: Small Changes in Practice to Address Student Needs</h2>
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<h3><strong>For the deliverable:</strong></h3>
<p><strong>Share in your journal or with your community of peers a summary of the modification you planned.</strong> If you generated a lesson plan, special materials, or any other artifact, please include them in your post. Note: <strong>don’t include your focal student’s name.</strong> Instead try: “Seventh grade social studies student</p>
<p><strong>If you had a chance to try your update or get any student feedback, share how it went. </strong></p>
<p>If you had a hard time coming up with a modification, you can ask your peers for help or suggestions. </p>
<p><strong>In your post, reflect on: </strong></p>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;">What you hoped to learn from trying your shift in practice</span></li>
<li><span style="font-size: 1em;">How you decided what to do</span></li>
<li><span style="font-size: 1em;">Thoughts or reflections after trying it out </span></li>
</ul>
</ul>
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<h3><strong>Peer Feedback:</strong></h3>
<p>The purpose of peer feedback in this assignment is not to identify whether your colleagues are “right or wrong” or did the assignment “well or poorly.” The goal is to help each other deepen our thinking about enacting an Equity mindset.</p>
<p><strong>Provide feedback to your peers, if possible. </strong>Consider the following: </p>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;">What questions could you ask to help the participant deepen their thinking about the update or modification to their practice? Pose 1-2 questions that could help the participant reflect.</span></li>
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<h2 class="hd hd-2 unit-title">1.6.5 Peer Review Guidelines</h2>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Peer review is the process of sharing your work with other trusted colleagues, and giving and receiving feedback. We have included peer review in the course for two reasons. The first reason is that there's no way course staff could comment on every learner's work. The more important reason is that even if you are taking this course with colleagues at your school, your virtual classmates can still be a helpful resource. Not everyone is familiar with the experience of peer review and giving constructive feedback, so please keep in mind these guidelines.</span></p>
<h3><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Goals for Giving Feedback</strong></span></h3>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em; font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Challenge and encourage the learner to improve and refine their ideas.</span></li>
<li><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Provide feedback on how clearly the learner is expressing ideas.</span></li>
<li><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Reflect on how the work supports the learner's objectives.</span></li>
<li><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Consider how the learner's work influences your own thinking.</span></li>
</ul>
</ul>
</ul>
<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Note:</strong> Editing and proofreading are much less important, unless the learner has specifically requested help in those areas.</span></p>
<h3><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Tips for Great Feedback</strong></span></h3>
<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Read or review the entire work</strong> (which could include multiple documents) before commenting. Then <strong>consider commenting on the biggest issues first</strong>. Both your and your fellow learner's time are limited, so major issues should be addressed before smaller details. Is the participant <strong>missing areas of the assignment</strong>? Identify work that isn’t there or needs to be explained more fully. If the learner has questions about something you said, <strong>feel free to engage in a more in-depth discussion</strong>. It will likely be helpful in framing your thinking for both of you!</span></p>
<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">For each assignment, we'll provide <strong>guiding questions or prompts</strong> for to help you give quality feedback. Make sure to respond to these questions.</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Note strengths!</strong><span class="apple-converted-space"> </span>Praise the aspects you see as the strengths of the work.<span style="font-size: 1em;"> Point out specific features and explain why you think they are great ideas.</span></span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Say "The way you explained your problem of practice is both concise and clear."</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Be honest!</strong><span class="apple-converted-space"> </span>Saying something nice just to be polite won't help the person improve.</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Don’t say “This artifact is perfect!" if this isn't the case. </span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Be constructive!</strong><span class="apple-converted-space"> </span>Saying something purely negative doesn't help the person figure out what to do about it, so try to offer suggestions.</span></p>
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<p><span style="color: #000000;">Don’t say: “Your definition of assessment is wrong.” Consider saying: “My school and I have a broader definition for assessment than you do. Have you considered exploring other definitions of assessment or asking others in your community about how they define assessment?" </span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Be specific!</strong><span class="apple-converted-space"> </span>Explain clearly what you don't understand or how something could be stronger, as well as why you're making certain suggestions.</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Instead of saying "Your artifact is messy," you might say "Consider using less text and adding helpful images."</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;"><strong>Ask questions.</strong><span class="apple-converted-space"><b> </b></span>Asking questions can help the learner reflect on their intentions, and might bring to light where you may have gotten lost. </span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Ask: "What kind of relationship do you have with your stakeholder(s)? When were you thinking about talking with them?"</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">There's<span class="apple-converted-space"> </span><strong>no need to argue</strong><span class="apple-converted-space"> </span>with the learner. If you feel you've made your case for your suggested improvements and they are not receptive, move on to another project post.</span></p>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; color: #000000;">Ultimately it's up to the learner to be willing to take the feedback and incorporate it in order to improve their work.</span></p>
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<h2 class="hd hd-2 unit-title">1.6.6 Assignment References</h2>
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<p style="font-size: 16px;"><strong>References: </strong></p>
<p style="font-size: 16px;"><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;">. </span></p>
<p style="font-size: 16px;"><span style="font-size: 1em;">Hammond, Zaretta. 2015. <a href="https://us.corwin.com/en-us/nam/culturally-responsive-teaching-and-the-brain/book241754" target="_blank">Culturally Responsive Teaching and the Brain</a>. Corwin Publishing. </span></p>
<p style="font-size: 16px;"><span style="font-size: 1em;">Minor, Cornelius. 2018. <a href="https://www.heinemann.com/products/e09814.aspx" target="_blank">We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be</a>. Heinemann Publishing. </span></p>
<p style="font-size: 16px;"><span style="font-size: 1em;">Riddle, Reagan E., </span><a href="http://reaganeriddle.weebly.com/uploads/4/9/1/2/49120885/whyafocalstudentstrategy.pdf" target="_blank" style="font-size: 1em;">Why a Focal Student Strategy.</a><span style="font-size: 1em;"> http://reaganeriddle.weebly.com/. </span></p>
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