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<h2 class="hd hd-2 unit-title">2.7.1 Extending Your Learning for Unit 2</h2>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;"><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><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">We encourage you to discuss readings with your peers. </span></p>
<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;"><strong>Using an assets-based approach with individuals </strong></span></p>
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<li><span style="font-size: 1em; font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">Hammond, Zaretta. 2015. <a href="https://corwin-connect.com/2015/02/closing-learning-gaps-through-the-power-of-culturally-responsive-teaching/" target="_blank">Closing Learning Gaps through the Power of Culturally Responsive Teaching</a>. Corwin Connect. February 24. In this article, Hammond describes the power of building a learning partnership with students, along with other culturally responsive strategies.</span></li>
<li><span style="font-size: 1em; font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">Shorters, Trabian. 2018. <a href="https://www.youtube.com/watch?time_continue=68&v=O04CuqStRvM&feature=emb_logo" target="_blank">The Power of Asset Framing: A Conversation with Trabian Shorters</a>. Skillman Foundation. August 20. In this short video, </span>Shorters shares his definition of asset framing and the importance of acknowledging students’ aspiration before going into their greatest challenges.</li>
<li><span style="font-size: 1em; font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">White, Byron P. 2016. <a href="https://www.insidehighered.com/views/2016/04/19/importance-viewing-minority-low-income-and-first-generation-students-assets-essay" target="_blank">Beyond a Deficit View</a>. Inside Higher Ed. April 19. Asks higher education stakeholders to reconsider describing students through deficits. </span></li>
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<p><strong>Affirming culture and identity as assets in the classroom</strong></p>
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<li>Donald, Brooke. 2016. <a href="https://news.stanford.edu/2016/01/12/ethnic-studies-benefits-011216/" target="_blank">Stanford Study Suggests Academic Benefits to Ethnic Studies Courses</a>. Stanford News. January 12. A recent study suggests positive academic impact from enrollment in courses focused on culture, race and identity. </li>
<li>Ladson-Billings, Gloria. <a href="https://www.youtube.com/watch?time_continue=31&v=hmAZjNRmalI&feature=emb_logo" target="_blank">Successful Teachers of African American Children</a>. In this short video, Ladson-Billings describes three aspects of successfully teaching African American children (focus on learning, cultural competence and critical consciousness), which can be applied to many demographic groups. </li>
<li>Lenz, Laura. 2016. <a href="https://www.cultofpedagogy.com/strength-based-teaching-esl/" target="_blank">A Strength-Based Approach to Teaching English Learners</a>. Cult of Pedagogy. September 11. Offers strategies for identifying strengths to engage emerging bilingual students.</li>
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<li>Flores, Tylia. 2019. <a href="https://themighty.com/2019/12/improve-disability-inclusion-schools/" target="_blank">How We Can Improve Disability Inclusion in Schools</a>. The Mighty. The author, who has Cerebral Palsy, offers several suggestions to include disability awareness in the curriculum and describes the impact it could have on students with and without disabilities. </li>
<li>Keenan, Harper B. 2019. <a href="https://blog.heinemann.com/beyond-the-letters-the-power-of-representation-inclusive-curriculum-harper-b.-keenan" target="_blank">The Power of Representation and Inclusive Curriculum</a>. This podcast/blog post discusses “unscripting gender” in schools and ways to make schools more affirming for students (and educators) that don’t conform to a strict gender binary. </li>
<li>Dakota Wicohan. 2016. <a href="https://dakotawicohan.org/courses/mni-sota-koce/" target="_blank">Mni Sóta Maķoce: The Dakota Homelands Curriculum</a>. This social studies curriculum was designed by a team of Dakota* scholars for 6th graders across the U.S. state of Minnesota. In it students will learn about Dakota culture and values, and consider their “individual, family and community connections to place.” </li>
<li>Love, Bettina. 2016. <a href="https://www.youtube.com/watch?v=0W7uDbD1l28" target="_blank">Dr. Bettina Love on Cultural Memory in Youth, Creativity and Hip Hop</a>. This short video gives examples of ways educators can work to recognize and unlock cultural strengths in African American students. </li>
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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;"><strong>TeachLab Podcast Episode: </strong></span></p>
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<li><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;"><span style="font-size: 1em;">Reich, Justin. 2020. </span><a href="https://teachlabpodcast.com/episodes/dr-ilana-horn-s1!e478d" target="_blank" style="font-size: 1em;">Ilana Horn</a><span style="font-size: 1em;">. TeachLab Podcast. Dr. Ilana Horn, a researcher and teacher educator at Vanderbilt University’s Peabody College, discusses finding strengths in every student, listening more closely to student thinking, and finding ways to shift the curriculum from “school math” to the kind of math that’s both more engaging to students and closer to what real mathematicians do. </span></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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<p><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">*The Dakota are one of 572+ federally recognized Indigenous tribes in the United States. </span></p>
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<h2 class="hd hd-2 unit-title">2.7.2 Additional Resources for Unit 2: Educator Mindsets Summary Chart</h2>
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<p>Here is a chart that summarizes some ideas around the Asset and Deficit mindsets. For each mindset, you’ll notice the chart describes three common ideas associated with the mindset (orientations). It also gives an explanation 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 Fillback 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/ab4bcc644cc87f86732f8a421a136826/asset-v1:MITx+0.503x+T2020+type@asset+block/AssetMindsetTable.pdf" target="_blank">PDF of the Asset versus Deficit Mindset Chart here</a>.</strong><strong> </strong></p>
<p style="text-align: center;"><a href="/assets/courseware/v1/ab4bcc644cc87f86732f8a421a136826/asset-v1:MITx+0.503x+T2020+type@asset+block/AssetMindsetTable.pdf" target="_blank"><strong><img height="823" width="1061" src="/assets/courseware/v1/ffcbe138fae6376547e3ba6f425a093a/asset-v1:MITx+0.503x+T2020+type@asset+block/AssetMindsetTableThumbnail.jpg" alt="Image of Asset versus Deficit Framework" /></strong></a></p>
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