Transformational Learning Practices: Embedding Equity Social Studies Methods for Preservice Teachers

Transformational Learning Practices:Embedding Equity Social Studies Methods for Preservice Teachers Elmer Harris, Rosemarie Allen, and Dorothy Shapland Rodriguez Connections: College/university preservice teachers with slight modifications for high school students Goal of the Lesson: Facilitate transformational learning on equity issues (culture) in education. Objectives: • Students will engage in critical self-reflection to identify beliefs and assumptions that impact perspectives. • Students will apply newly learned concepts in direct support of those impacted by equity issues. NCSS Standards: • Guide learners as they predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference; • Have learners interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding. End Page 13 Phase Activity Questions to Explore Modify based on content 1. Pre-Assessment/ Warm-Up Discussion and accompanying low-stakes quiz that determines current knowledge of equity issue. Ensure discussion rules are in place that invite honest responses from students. • What do we think we know, and what are the facts about children and cultural impact? • • What current data do we know about? What might the current trends be? 2. Data-Based Realities Provide data (journal articles/multimedia content) that accurately answers questions from discussions and pre-assessment. • What myths might we believe, and what are the facts? • What is surprising about this data? 3. Lived Experiences Provide multimedia opportunities for students to see and hear the experiences of those encountering the issue being discussed. • How are students impacted when culture is overlooked or ignored? • How are school-family partnerships/trust impacted? 4. Barriers to Understanding Engage in learning activities that explore hindrances to learning/understanding for classroom teachers and their ability to support students. • What perceptions and perspectives are we not aware of? • How do we identify and address our own biases around culture? 5. School Experiences Provide opportunities for students to explore the impact of the issue in K-12 classrooms. • Why aren't some children engaged? • What are strategies for teachers and schools to address cultural disconnects? 6. Experiential Learning Provide real-life opportunities to gain better understanding of the concept through planned activities within schools and communities or detailed action plans of support. (Coordination and pre-planning required) • Participation in community-based events with the intent of exposure and reflections around different cultures 7. Reflection Students submit reflection paper addressing in-class and experiential learning around the topic. Click for larger view View full resolution "When you control a man's thinking you do not have to worry about his actions." -Dr. Carter G. Woodson End Page 14 Copyright © 2024 Association for the Study of African American Life and History