<div class="xblock xblock-public_view xblock-public_view-vertical" data-has-score="False" data-runtime-class="LmsRuntime" data-graded="False" data-request-token="918e2672ed1d11efbe9e12d4917dea95" data-runtime-version="1" data-block-type="vertical" data-course-id="course-v1:MITx+0.503x+T2020" data-init="VerticalStudentView" data-usage-id="block-v1:MITx+0.503x+T2020+type@vertical+block@564e6449718d4a74b017b65e91e73aa9">
<h2 class="hd hd-2 unit-title">2.6.1 Assignment Inspiration: Leveraging Student Strengths and Tools for Seeing Strengths</h2>
<div class="vert-mod">
<div class="vert vert-0" data-id="block-v1:MITx+0.503x+T2020+type@html+block@f381516fdf554a5c89fd672e371ede6a">
<div class="xblock xblock-public_view xblock-public_view-html xmodule_display xmodule_HtmlBlock" data-has-score="False" data-runtime-class="LmsRuntime" data-graded="False" data-request-token="918e2672ed1d11efbe9e12d4917dea95" data-runtime-version="1" data-block-type="html" data-course-id="course-v1:MITx+0.503x+T2020" data-init="XBlockToXModuleShim" data-usage-id="block-v1:MITx+0.503x+T2020+type@html+block@f381516fdf554a5c89fd672e371ede6a">
<script type="json/xblock-args" class="xblock-json-init-args">
{"xmodule-type": "HTMLModule"}
</script>
<p>As you’ve learned in this unit, using an Asset mindset helps educators form learning partnerships with students in order to ensure that students experience meaningful and challenging curriculum. One important step in creating learning partnerships is being able to identify our students’ strengths. In the Unit Two Assignment, you will have a chance to practice doing a roster audit, a systematic way of looking at your students with the goal of naming their strengths and assets. </p>
<p>In a recent <a href="https://teachlabpodcast.com/episodes/dr-ilana-horn-s1!e478d" target="_blank">TeachLab podcast</a>, Professor Ilana Horn from Vanderbilt University describes how she used a roster audit to identify student strengths when she was an elementary school math teacher<span style="font-size: 1em;">. Listen to her description of her roster audit, scroll below the video to check out Dr. Tara Yosso's framework around cultural capital (which might help us recognize a range of strengths in students), </span><span style="font-size: 1em;">and then click on to the next page to do your own roster audit. </span></p>
<p></p>
</div>
</div>
<div class="vert vert-1" data-id="block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0">
<div class="xblock xblock-public_view xblock-public_view-video xmodule_display xmodule_VideoBlock" data-has-score="False" data-runtime-class="LmsRuntime" data-graded="False" data-request-token="918e2672ed1d11efbe9e12d4917dea95" data-runtime-version="1" data-block-type="video" data-course-id="course-v1:MITx+0.503x+T2020" data-init="XBlockToXModuleShim" data-usage-id="block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0">
<script type="json/xblock-args" class="xblock-json-init-args">
{"xmodule-type": "Video"}
</script>
<h3 class="hd hd-2">Leveraging Student Strengths</h3>
<div
id="video_35c50ab3c5c5474183c0bf302497acf0"
class="video closed"
data-metadata='{"lmsRootURL": "https://openlearninglibrary.mit.edu", "poster": null, "transcriptLanguages": {"en": "English"}, "showCaptions": "true", "ytMetadataEndpoint": "", "completionEnabled": false, "streams": "1.00:H6_-PYIltdU", "saveStateUrl": "/courses/course-v1:MITx+0.503x+T2020/xblock/block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0/handler/xmodule_handler/save_user_state", "transcriptTranslationUrl": "/courses/course-v1:MITx+0.503x+T2020/xblock/block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0/handler/transcript/translation/__lang__", "savedVideoPosition": 0.0, "end": 0.0, "captionDataDir": null, "publishCompletionUrl": "/courses/course-v1:MITx+0.503x+T2020/xblock/block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0/handler/publish_completion", "generalSpeed": 1.0, "autoAdvance": false, "transcriptAvailableTranslationsUrl": "/courses/course-v1:MITx+0.503x+T2020/xblock/block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0/handler/transcript/available_translations", "start": 0.0, "duration": null, "prioritizeHls": false, "autohideHtml5": false, "saveStateEnabled": false, "autoplay": false, "transcriptLanguage": "en", "completionPercentage": 0.95, "recordedYoutubeIsAvailable": true, "speed": null, "sources": [], "ytTestTimeout": 1500, "ytApiUrl": "https://www.youtube.com/iframe_api"}'
data-bumper-metadata='null'
data-autoadvance-enabled="False"
data-poster='null'
tabindex="-1"
>
<div class="focus_grabber first"></div>
<div class="tc-wrapper">
<div class="video-wrapper">
<span tabindex="0" class="spinner" aria-hidden="false" aria-label="Loading video player"></span>
<span tabindex="-1" class="btn-play fa fa-youtube-play fa-2x is-hidden" aria-hidden="true" aria-label="Play video"></span>
<div class="video-player-pre"></div>
<div class="video-player">
<div id="35c50ab3c5c5474183c0bf302497acf0"></div>
<h4 class="hd hd-4 video-error is-hidden">No playable video sources found.</h4>
<h4 class="hd hd-4 video-hls-error is-hidden">
Your browser does not support this video format. Try using a different browser.
</h4>
</div>
<div class="video-player-post"></div>
<div class="closed-captions"></div>
<div class="video-controls is-hidden">
<div>
<div class="vcr"><div class="vidtime">0:00 / 0:00</div></div>
<div class="secondary-controls"></div>
</div>
</div>
</div>
</div>
<div class="focus_grabber last"></div>
<h3 class="hd hd-4 downloads-heading sr" id="video-download-transcripts_35c50ab3c5c5474183c0bf302497acf0">Downloads and transcripts</h3>
<div class="wrapper-downloads" role="region" aria-labelledby="video-download-transcripts_35c50ab3c5c5474183c0bf302497acf0">
<div class="wrapper-download-transcripts">
<h4 class="hd hd-5">Transcripts</h4>
<ul class="list-download-transcripts">
<li class="transcript-option">
<a class="btn btn-link" href="/courses/course-v1:MITx+0.503x+T2020/xblock/block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0/handler/transcript/download" data-value="srt">Download SubRip (.srt) file</a>
</li>
<li class="transcript-option">
<a class="btn btn-link" href="/courses/course-v1:MITx+0.503x+T2020/xblock/block-v1:MITx+0.503x+T2020+type@video+block@35c50ab3c5c5474183c0bf302497acf0/handler/transcript/download" data-value="txt">Download Text (.txt) file</a>
</li>
</ul>
</div>
</div>
</div>
</div>
</div>
<div class="vert vert-2" data-id="block-v1:MITx+0.503x+T2020+type@html+block@725f6e8396844ed5b1033efee486060f">
<div class="xblock xblock-public_view xblock-public_view-html xmodule_display xmodule_HtmlBlock" data-has-score="False" data-runtime-class="LmsRuntime" data-graded="False" data-request-token="918e2672ed1d11efbe9e12d4917dea95" data-runtime-version="1" data-block-type="html" data-course-id="course-v1:MITx+0.503x+T2020" data-init="XBlockToXModuleShim" data-usage-id="block-v1:MITx+0.503x+T2020+type@html+block@725f6e8396844ed5b1033efee486060f">
<script type="json/xblock-args" class="xblock-json-init-args">
{"xmodule-type": "HTMLModule"}
</script>
<h3><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">Six Forms of Cultural Capital Framework</span></h3>
<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">Dr. Tara Yosso, a professor at the University of California, Santa Barbara, provides a helpful tool for seeing students’ strengths. She <strong>identified six forms of cultural capital that Communities of Color possess—or what she refers to as <em>Community Cultural Wealth</em></strong>—that can go unrecognized by the dominant culture: </span></p>
<ol><ol><ol>
<li><strong style="font-size: 1em;">Aspirational capital:</strong><span style="font-size: 1em;"> students’ hopes and dreams, their resiliency, even when facing real and perceived barriers </span></li>
<li><strong style="font-size: 1em;">Linguistic capital:</strong><span style="font-size: 1em;"> language and communication skills, especially the intellectual and social skills that come from communicating in more than one language or style </span></li>
<li><strong style="font-size: 1em;">Familial capital:</strong><span style="font-size: 1em;"> a sense of community history, pride in one’s culture and traditions, and caring connections fostered within family networks, whether immediate or extended family, and social organizations (sports, school, religious gatherings and other social community settings)</span></li>
<li><strong style="font-size: 1em;">Social capital:</strong><span style="font-size: 1em;"> networks of people and community resources that can provide logistical and emotional support as students navigate the K-12 system, from learning about norms and expectations in their school, to getting help filling out college applications or scholarship forms </span></li>
<li><strong style="font-size: 1em;">Navigational capital:</strong><span style="font-size: 1em;"> students’ ability to move through different social institutions, especially ones that can be hostile to Students of Color</span></li>
<li><strong style="font-size: 1em;">Resistance capital:</strong><span style="font-size: 1em;"> knowledge and skills that come from opposing and challenging racist and oppressive structures </span></li>
</ol></ol></ol>
<p>Whether these types of assets are new or familiar to you, take a moment to reflect on them. Does your school or context regularly recognize these assets in its students? What about in your own practice? How could you start looking for these types of assets in your students going forward?</p>
<p><strong>References:</strong></p>
<p>Yosso, Tara J. 2005. “<a href="https://thrive.arizona.edu/sites/default/files/Whose%20culture%20has%20capital_A%20critical%20race%20theory%20discussion%20of%20community%20cultural%20wealth_1.pdf" target="_blank">Whose cultural capital? A critical race theory discussion of community cultural wealth</a>.” <em>Race Ethnicity and Education </em>8 (1): 69-91.</p>
</div>
</div>
</div>
</div>
<div class="xblock xblock-public_view xblock-public_view-vertical" data-has-score="False" data-runtime-class="LmsRuntime" data-graded="False" data-request-token="918e2672ed1d11efbe9e12d4917dea95" data-runtime-version="1" data-block-type="vertical" data-course-id="course-v1:MITx+0.503x+T2020" data-init="VerticalStudentView" data-usage-id="block-v1:MITx+0.503x+T2020+type@vertical+block@2feb690c41ad45809d62274488c1442d">
<h2 class="hd hd-2 unit-title">2.6.2 Assignment: Roster Audit</h2>
<div class="vert-mod">
<div class="vert vert-0" data-id="block-v1:MITx+0.503x+T2020+type@html+block@24819d492fa74261bd57d63c6bb8db0d">
<div class="xblock xblock-public_view xblock-public_view-html xmodule_display xmodule_HtmlBlock" data-has-score="False" data-runtime-class="LmsRuntime" data-graded="False" data-request-token="918e2672ed1d11efbe9e12d4917dea95" data-runtime-version="1" data-block-type="html" data-course-id="course-v1:MITx+0.503x+T2020" data-init="XBlockToXModuleShim" data-usage-id="block-v1:MITx+0.503x+T2020+type@html+block@24819d492fa74261bd57d63c6bb8db0d">
<script type="json/xblock-args" class="xblock-json-init-args">
{"xmodule-type": "HTMLModule"}
</script>
<p>Here you will have a chance to practice doing a roster audit, a survey of your students with the goal of naming their strengths and assets. We have also provided an option for learners who are not classroom teachers to participate in this assignment. </p>
<table border="5">
<tbody>
<tr>
<td>
<h4><span style="color: #008080;"> <strong>A note for doing this activity during the COVID-19 pandemic</strong></span></h4>
<ul>
<li>You should be able to do steps 1-4 without adaptation. For step 5, consider how you might connect with students to learn about their strengths virtually, perhaps one-on-one phone or video conferences, perhaps a whole-class community-building activity. Be sure to share your ideas for distance-learning adaptations with your peers in the forums! </li>
</ul>
</td>
</tr>
</tbody>
</table>
<p></p>
<h4 style="background-color: #133847; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><span style="color: #ffffff;">INSTRUCTIONS</span></h4>
<p style="padding-left: 30px;"><strong style="font-size: 1em;">1. Pick a class roster to review for this activity.</strong><span style="font-size: 1em;"> If you have multiple classes, we recommend focusing on one class.</span></p>
<p style="padding-left: 60px;"><span style="font-size: 1em;">a.<strong> Non-classroom option:</strong> Create an unofficial roster by listing: students you support (for librarians, reading coaches, etc.), adults you work with or support (for administrators, instructional coaches, district employees, etc.), or a group of school-age children in your life (for parents, education students, non-profit employees, etc.). Try to include 10-15 people on your list. </span></p>
<p style="padding-left: 30px;"><strong style="font-size: 1em;">2. Try to identify one strength for every name on your roster. </strong></p>
<p style="padding-left: 60px;">a. For each student, write down at least one thing you know about them as a person. Try to see if you can identify something that the student has shared with you about themselves. Example:<em> Jules loves their dog, and wants to be a vet. </em></p>
<p style="padding-left: 60px;">b. Next, go back and add a strength for each student. Strengths can come from academic or non-academic areas. Example: <em>Jules is compassionate and works to make sure everyone in a group participates</em> or <em>Jared loves teaching other students about topics he’s interested in</em>. If there are some names where you are struggling, feel free to come back to them. </p>
<p style="padding-left: 30px;"><strong>3. Reflect on the strengths you identified.</strong> Were there any patterns there? Did you identify any strengths that would fall under <span style="text-decoration: underline;">Dr. Yosso’s six categories of cultural capital</span>? </p>
<p style="padding-left: 30px;"><strong>4. Reflect on any names where you struggled or couldn’t identify a strength.</strong> Are there any patterns? Does this suggest any gaps in knowledge or awareness you may have? For example, maybe you didn’t list any strengths for the quieter students, students who disrupt class more often, or students who are newer to your school. </p>
<p style="padding-left: 30px;"><strong>5. Set a goal for learning more about your students’ strengths.</strong> As Dr. Ilana Horn says, “If you don't have a connection with a child over something that is good about them, something that you like about them, something that you can like celebrate about them, you're not going to help them grow.” As a next step, she recommends having a conversation with students for whom you couldn’t identify a strength. </p>
<p style="padding-left: 60px;">a. Make a list of students whose strengths you need to learn about. Identify a time over the next 1-2 weeks to have a conversation with each of them. Try to find an opportunity during your typical routine, such as during class time or during a transition like walking students to lunch. Put a note in your calendar, planner, or whatever system you use for reminders! </p>
<p style="padding-left: 60px;">b. To learn even more about your students’ strengths, plan a whole class discussion or an activity where you hear from each student. After all, they are the experts on themselves!</p>
<p style="padding-left: 30px;">For inspiration, look at these <a href="https://docs.google.com/document/d/1oAAEHaXoapsgI5jfLUH1emBWrk3gBWG9AbHVBM0LYb4/edit?usp=sharing" target="_blank">questions to get to know your students and their strengths</a>. These are adapted from a <a href="https://twitter.com/triciaebarvia/status/1155540944265142272" target="_blank">list</a> put together by Tricia Ebarvia, teacher and co-founder of #DisruptTexts on Twitter, as part of a larger “<a href="https://twitter.com/triciaebarvia/status/1155138241277960198" target="_blank">get to know you” project</a>. You can share the whole list with students, ask them to interview each other, ask students to draw questions from a hat, or even make this into a game by writing the questions on Jenga blocks as Ebarvia did. </p>
<h4 style="background-color: #133847; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><span style="color: #ffffff;">FOR THE DELIVERABLE</span></h4>
<p><strong>Share a reflection on your roster audit in your journal or with your trusted colleagues. </strong></p>
<ul>
<ul>
<li><span style="font-size: 1em;">Include</span><span style="font-size: 1em;"> a</span><strong style="font-size: 1em;"> brief description</strong><span style="font-size: 1em;"> of the roster you used for your audit (7th grade science class, high school math teachers, etc.). </span></li>
<li><span style="font-size: 1em;">Include </span><strong style="font-size: 1em;">3-5 examples of strengths</strong><span style="font-size: 1em;"> you identified for your students. Try to include some that came easily and some that were harder to identify. </span></li>
<li><strong style="font-size: 1em;">In your reflection, reflect on at least one of the following: </strong></li>
<ul>
<ul>
<li><span style="font-size: 1em;">Any challenges or surprises in doing your roster audit. </span></li>
<li><span style="font-size: 1em;">How you learned more about your students’ assets (or how you plan to). </span></li>
<li><span style="font-size: 1em;">Thoughts about leveraging what you know about student assets to help engage them in meaningfully challenging work.</span></li>
<li><span style="font-size: 1em;">If you were able to have a conversation with a student to learn about a strength, share how that went. </span></li>
<li><span style="font-size: 1em;">If you did an activity with your whole class to learn about their strengths, share how that went.</span></li>
</ul>
</ul>
</ul>
</ul>
<h4 style="background-color: #133847; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><span style="color: #ffffff;">PEER FEEDBACK</span></h4>
<p>If possible, provide feedback to others in your learning community who may have done this exercise. Consider the following: </p>
<p>What kinds of strengths did the learner think about? Are there any additional strengths you have noticed? </p>
<p>Based on their reflection, do you have advice or thoughts that might help the learner continue to learn about their students’ strengths?</p>
<p></p>
<p>REFERENCES</p>
<p>@triciaebarvia. “Thanks for your patience, all! Here are the ?s I used: <a href="https://docs.google.com/document/d/1ghubhlj2TgT1HhgmjQlDJAScZynX79Sw74GGWRRpPec/edit" target="_blank">docs.google.com/document/d/1gh…</a> No matter what ?s you end up with, pls see thread immediately above this one. And TY to all who suggested numbering the blocks & corresponding list of questions for Ss for greatest flexibility. :)” <em>Twitter</em>, 30 Jul. 2019, 6:37 p.m., <a href="https://twitter.com/triciaebarvia/status/1156332969591791616" target="_blank">https://twitter.com/triciaebarvia/status/1156332969591791616</a>. </p>
</div>
</div>
</div>
</div>