Elementary Teachers

This course brings together two important bodies of research, “The Science of Reading” (research recognizing the importance of phonics instruction in the process of learning to read) and “Culturally Responsive Teaching” (research acknowledging the importance of building on students’ linguistic and cultural resources), to offer a vision of equity-focused phonics instruction that builds on the assets of both teachers and students.

This workshop will engage educators in supporting students’ critical thinking skills and using intentional counternarratives to challenge students to unlearn or relearn what they thought they knew. We will explore popular images (social media, ads) and stories (Cinderella, Little Red Hen) as opportunities to engage students in dismantling stereotypes and in reframing those narratives toward justice. 

All children bring a wealth of social, linguistic, cultural, and mathematical knowledge to their work in the elementary math classroom. In this session, we will explore how teachers can be supported to learn about their students and design their instruction to build on these strengths through collaborative opportunities to learn about, plan, and enact instructional practices like math interviews and community math walks. 

This session will focus on the ways that instructors can make decisions and apply practices that shift toward educational justice. As educators, we can disrupt traditional power structures and enable students to take ownership of their learning. This workshop will describe the philosophy of ungrading and invite critical unlearning of our socialization about grading practices that undermine student agency and growth mindsets.