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<h2 class="hd hd-2 unit-title">0.6.1 Our Approach to Assessment</h2>
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<p>In this course, we have shifted the emphasis away from grades. What's important is the effort you put in, the actions you take, and the experiences you have. This means engaging with your own community, and working on personally meaningful projects. These things don't lend themselves to automated evaluation, but benefit greatly from discussion and reflection. For this reason, the course has you focus on reflecting in your journal and sharing with trusted colleagues.</p>
<h3><strong>Grading</strong></h3>
<p>This course does not use traditional letter or number grades. It also does not offer a Verified Certificate. </p>
<p>In order to pass this course, learners must complete 60% or more of the course. This is determined by self reporting the completion of activities, assignments, practice spaces, and readings in the end of unit Completion Checklists. </p>
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<h2 class="hd hd-2 unit-title">0.6.2 Taking the Course with Colleagues</h2>
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<p><span style="color: #008080;"> <strong>A note for working together during the COVID-19 pandemic</strong></span></p>
<p>In several places, this guide encourages face to face meetings. During the COVID-19 pandemic, this is not advised. Consider meeting up virtually using Google Hangouts, Discord, Zoom, WebEx, or your favorite video conferencing option.</p>
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<p>We believe the best way to take this course is with other colleagues from your community who understand your context, the students in your school, and the culture of your organization. While you’re welcome to take the course by yourself, we encourage you to participate in this learning experience with other members of your school or organization if possible. </p>
<p><span style="color: #008080;">To invite colleagues to take <em>Becoming a More Equitable Educator</em> with you, you can use the sample emails or Twitter and Facebook posts in our</span> <a href="https://docs.google.com/document/d/1XEux82Zje_qJKcCkmUzt0s8onoyQsy_VNIhB8g35Y_g/edit" target="_blank"><strong>Course Invitation Kit</strong>.</a> </p>
<p>Recruiting some peers to take the course with you will give you an especially powerful learning experience. However, we recognize that not every participant will be taking this with a group of colleagues. In that case, we still encourage you to bring your assignments into your school, however informally. For example, discuss assignments with colleagues, share videos with peers, or talk with a student about ideas from the course. This course is about taking action, and the action step of each assignment can be taken whether or not you’re formally taking the course with others.</p>
<p>If you are taking the course with others in your context, we encourage you to collaborate. We ask that everyone submit their own individual work for each assignment. But a group of educators from the same school might choose to work together on the activities and assignments, and we think that’s terrific. </p>
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<h2 class="hd hd-2 unit-title">0.6.3 Form a Learning Circle</h2>
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<p>Once you have a group of colleagues who enrolled in the course, one way to take the course together is to <strong>form a learning circle</strong>. </p>
<h3><strong>What is a learning circle? </strong></h3>
<p>A learning circle is an in-person discussion group for learners who are all registered in <em>Becoming a More Equitable Educator</em>. </p>
<h3><strong>Why form a learning circle? </strong></h3>
<p>This course is designed to encourage you to use what you learn in your context as soon as possible. Your learning circle can provide encouragement, support, and diverse perspectives. </p>
<h3><strong>How will my peers benefit from joining a learning circle?</strong></h3>
<p>No one knows your school or context better than the people who work there every day, and asking your colleagues to join you in taking this course is a step toward building a cohort of colleagues committed to equitable practices. We encourage you to be bold and reach out (feel free to use the email and social media templates in the facilitator’s guide). You might be surprised who responds!</p>
<h3><strong>What materials can help us create powerful learning circles?</strong></h3>
<p>We’ve created the Learning Circle Guide for <em>Becoming a More Equitable Educator</em> to give you the tools you need to form a learning circle. In this guide are suggested discussion topics and activities for meetings, but we encourage your learning circle to interact with the course in the ways that seem most valuable and productive for your needs. The way in which your learning circle engages with the course is entirely up to you. </p>
<p>For each unit in the course, we’ll provide:</p>
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<li>Discussion questions for select videos and readings </li>
<li>Activities or practices spaces to talk about together</li>
<li>Ways to collaborate or give feedback on course assignments</li>
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<p><strong>Access the Learning Circle Guide as a <a href="https://docs.google.com/document/d/1JWtWVJBDCyAOX6KQpawgKyFXxu7_n7Q-U4lUzg7S6Ow/edit?usp=sharing" target="_blank">Google Doc</a> or a <a href="/assets/courseware/v1/c948d979fca8d6cf0e982b77560304b7/asset-v1:MITx+0.503x+T2020+type@asset+block/Learning_Circle_Guide_for_Becoming_a_More_Equitable_Educator__Mindsets_and_Practices.pdf" target="_blank">PDF</a>.</strong></p>
<p>*<em>The Becoming a More Equitable Educator: Mindsets and Practices Learning Circle Facilitator's Guide is based on <a href="https://www.p2pu.org/en/" target="_blank">P2PU</a>'s <a href="https://www.p2pu.org/assets/uploads/learning_circle_downloads/facilitator_handbook.pdf" target="_blank">Learning Circles Facilitator Handbook</a></em>. </p>
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<h2 class="hd hd-2 unit-title">0.6.4 Social Media</h2>
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<p>Social media have created powerful new tools for educators to form informal communities of practice with others around the world. As you proceed through the course, we encourage you to share your learning both in our forums and in whatever online networks you participate in. This is optional and you are not required to join or use these tools. One advantage of participating in these networks is that they allow you to make connections that can persist beyond the end of this course. They also allow you to share your learning in this course with your local community and other networks. </p>
<p>As always, whenever you share on social media, be thoughtful about how your posts will be received by colleagues and community, and be sure to follow local norms, rules, and guidelines. </p>
<h3><strong>Follow the Teaching Systems Lab on Twitter</strong></h3>
<p>Those of you who are active on Twitter can follow us <a href="https://twitter.com/MoocsTsl" target="_blank">@MoocsTsl </a>and share what you are learning in this course with the <a href="https://twitter.com/search?q=%23TSLequity&src=typed_query" target="_blank">#TSLequity hashtag</a>. </p>
<h3><strong>Explore More Equity Conversations on Twitter</strong></h3>
<p>There are also several active communities of educators discussing equity on Twitter that we encourage you check out including: Clear the Air (<a href="https://twitter.com/ClearTheAirEdu" target="_blank">@ClearTheAirEdu</a> and <a href="https://twitter.com/hashtag/ClearTheAir?src=hashtag_click" target="_blank">#ClearTheAir</a>), Disrupt Texts (<a href="https://twitter.com/search?q=%23DisruptTexts&src=typeahead_click" target="_blank">#DisruptTexts</a>), and Edu Color (<a href="https://twitter.com/EduColorMVMT" target="_blank">@EduColor</a> and <a href="https://twitter.com/search?q=%23EduColor&src=hashtag_click" target="_blank">#EduColor</a>).</p>
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<h2 class="hd hd-2 unit-title">0.6.5 Our Team</h2>
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<td width="156" valign="top"><img src="/assets/courseware/v1/628c8d89817c1b6f8d6c9aa811f030f4/asset-v1:MITx+0.503x+T2020+type@asset+block/Rich_Headshot_1.jpg" /></td>
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<h4>Justin Reich - Instructor</h4>
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<h4>H. Richard Milner, IV - Instructor</h4>
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<td width="156" valign="top"><img src="/assets/courseware/v1/0a5a6fdece6f2d053df7f99e709f3671/asset-v1:MITx+0.503x+T2020+type@asset+block/Meghan_Headshot_1.jpg" /></td>
<td width="156" valign="top"><img src="/assets/courseware/v1/083f706420a70ae9ea9f085092c3fac6/asset-v1:MITx+0.503x+T2020+type@asset+block/Abby_Headshot_2.jpg" /></td>
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<h4>Meghan Morrissey - Senior Manager of Online and Blended Learning</h4>
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<h4>Abigail Machson-Carter - Instructional Designer</h4>
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<td width="156" valign="top"><img src="/assets/courseware/v1/1f98cbcefc071195d7b64e229292059a/asset-v1:MITx+0.503x+T2020+type@asset+block/Kelley_Headshot_1.jpg" /></td>
<td width="156" valign="top"><img src="/assets/courseware/v1/34537ea16b9079346d6e207dbb9b2c2e/asset-v1:MITx+0.503x+T2020+type@asset+block/Elizabeth_Headshot_1.jpg" /></td>
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<h4>Kelley Hirsch - Instructional Designer</h4>
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<h4>Elizabeth Borneman - Graduate Researcher and Designer</h4>
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<td width="156" valign="top"><img src="/assets/courseware/v1/162b05c83a6289bffdccf784a2f95059/asset-v1:MITx+0.503x+T2020+type@asset+block/Afrika_Headshot_1.jpg" /></td>
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<h4>Belicia Smith - Community Teaching Assistant and Design Fellow</h4>
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<h4>Afrika Afeni Mills - Subject Matter Expert</h4>
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<td width="156" valign="top"><img src="/assets/courseware/v1/71dc7f29171a6b47c8303289e8100bb6/asset-v1:MITx+0.503x+T2020+type@asset+block/Val_Headshot_1.jpg" /></td>
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<h4>Val Brown - Subject Matter Expert</h4>
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<p><strong>Additional Credits</strong></p>
<p>Video Producers: Garrett Beazley & FreshCognate (Aimee Corrigan, Denez McAdoo, Daymian Mejia, Doug Pietrzak)</p>
<p>Engineer for the Forums: Kate Wilson</p>
<p>Graphic Design by <a href="https://www.studiomalagon.com" target="_blank">Studio Malagón</a><span style="caret-color: #000000; color: #000000; font-size: medium;"> </span></p>
<p>Key Team Members at MITx: Sarah Davis & Shelly Upton</p>
<p>Additional Acknowledgements: Thanks to the people and schools who graciously let us come into their lives and film. Thanks to Jessica Ball for your input and feedback. Thanks to Lisa Graustein and Kelly Wickham Hurst for sharing your insights with us. Thanks to the Equity Fellows, Lizzie Fortin, Johanna Spears, Daniela Escobar, and Erin Kelley, our bold field testers, who helped us try out some of this material in their own schools. </p>
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