We are delighted to offer our participants a range of thought-provoking and engaging workshops. The workshops will be offered during two sessions. Please see below for workshop descriptions, presenter details, workshop times and locations.
Concurrent Session I- 10:10-11:10am Concurrent Session II- 11:20am-12:20pm
Concurrent Sessions:
“Building the Classroom through Community and Culture”
Presenters: Robyn Hubbard, Maya Alalouf, Allison Voigt, & Caitlin Hamilton
Location: 109 Erickson
Time- Concurrent Session I & II
Through this workshop, we will engage educational professionals in activities that are designed to stimulate discussion about how to better incorporate the diverse learners’ communities and cultures in classroom content. Our driving objective for the workshop will be to explore how we can create a multicultural learning environment where students of all cultures see people like them reflected in the content area. We will demonstrate how to foster this through student study of leaders they identify with, student lead action research to solve a problem in their community, and student use of community resources.
"Diverse Learners in the General Education Classroom"
Presenter: Amber Nicole Johnson
Location: 113 Erickson
Time- Concurrent Session I & II
Diverse learners are often seen as challenges for the general education classroom. In reality, diverse learners provide valuable opportunities for teachers to develop the skills necessary for effectively teaching all students. Creating inclusive learning environments requires dynamic knowledge bases and pedagogies that build from multiple perspectives. We will consider approaches that account for differences in student racial/ethnic and cultural backgrounds as well as student learning styles and needs. The goals of this workshop include providing participants a space to discuss, explore, and collaborate through the sharing of knowledge and resources as well as activities.
"Exploring Equity in Teacher-Student Mathematics Interactions"
Presenters: Higinio Dominguez & Niral Shah
Location: 107 Erickson
Time- Concurrent Session I & II
Students’ understandings and teachers’ understandings of a particular concept or procedure do not always align. How can a teacher respond to a student displaying a non-dominant understanding without marginalizing that student? One common approach is for teachers to initiate a whole-class discussion where other students can grapple with their classmate’s thinking. What are the characteristics of an equitable whole-class discussion? This workshop will engage participants in thinking about equity issues at the level of everyday classroom interaction. During the session, we will explore these questions by analyzing video of interactions in mathematics classrooms.
"Issues of Power in the Classroom: Exploring Culturally Relevant Pedagogies"
Presenters: Dorinda Carter Andrews & Bernadette Castillo
Location: 133E
Time- Concurrent Session I & II
What are culturally relevant pedagogies? What are they not? In this workshop participants will explore mindsets and beliefs needed for enacting instructional practices that consider issues of power and cultural difference within the classroom. There will be time spent exploring core questions for critical multicultural teaching and identifying what supports teachers need to develop and maintain culturally relevant pedagogies within classrooms.
“Meeting the Needs of Linguistically Diverse Students: Classroom and Schoolwide Strategies”
Presenters: Elizabeth Gil & Lisa Domke
Location: 111 Erickson
Time- Concurrent Session I & II
According to the US Census, the number of people who speak a language other than English at home has increased almost 30% in the last 15 years and over 85% in the last 25 years. Because this has major implications for our schools, we will look at foundational concepts in language acquisition and learning, in addition to exploring strategies to help language learners in both classroom and schoolwide settings. Our goal is to make this session applicable to your settings and needs. You will leave the workshop with various resources including ways to help students connect their first language knowledge to English.
“Teaching Beyond the Text(s): Selecting Humanizing Literature for Social Justice & Cultural Agency”
Presenters: April Baker Bell, Tamara Butler & Raven Jones Stanbrough
Location: 133D Erickson
Time- Concurrent Session I & II
In this interactive session, the presenters will focus on “transformative, action-oriented curriculum” (Banks, 1996, p.5) for K-16 education. Through “speed learning,” attendees will work with each presenter to think about how to select humanizing texts, which is especially important for teacher-educators and teachers working with/in marginalized communities. Each presenter will offer praxis-oriented approaches that place multicultural literature (i.e., work by Sherman Alexie, Alison Bechdel, Sandra Cisneros) or community-based texts (i.e., memoirs, evidence of debate teams) at the center of teaching and learning. This session explores the question: What role does texts play in the struggle for social and cultural justice?
"Youth as Teacher Educators"
Presenters: Angie Calabrese Barton, Myung Shin, Day Greenberg & Christina Restrepo Nazar
Location: 252 Erickson
Time- Concurrent Session I
GET City is a year-round energy engineering program designed to engage Lansing-area youth from historically underrepresented backgrounds in conducting investigations and taking action on local engineering problems of global concern. Our work in GET City is grounded in critical and participatory methodologies. One of the collaborative activities we have taken up with youth is to co-create "multi-modal cases of youth learning" that they have designed to educate teachers about their own experiences as science and engineering experts across setting and over time. In this session we will present to you what middle school youth have asked us to share with you from their collection of work, from their perspective and in their voices.
"Exploring Symbolic Violence in School with Racial/Ethnic Minorities"
Presenter: Justin A. Coles
Location: 252 Erickson Hall
Time- Concurrent Session II
Urban educators often focus their attention on the violence of inner-city neighborhoods, causing them to ignore the school site itself as a violent institution. Indeed, schools are often characterized as safe oases, which is due to an under theorization of violence and a misperception of apparently orderly schools as violence-free. When educators do not conceptualize schools as violent sites, but rather as trauma-free oases, they invalidate the experiences of historically marginalized youth whose schooling is laced with hostilities. This workshop will engage attendees in an exploration of how schools enact violence and how students can expose and combat these attacks.
Concurrent Session I- 10:10-11:10am Concurrent Session II- 11:20am-12:20pm
Concurrent Sessions:
“Building the Classroom through Community and Culture”
Presenters: Robyn Hubbard, Maya Alalouf, Allison Voigt, & Caitlin Hamilton
Location: 109 Erickson
Time- Concurrent Session I & II
Through this workshop, we will engage educational professionals in activities that are designed to stimulate discussion about how to better incorporate the diverse learners’ communities and cultures in classroom content. Our driving objective for the workshop will be to explore how we can create a multicultural learning environment where students of all cultures see people like them reflected in the content area. We will demonstrate how to foster this through student study of leaders they identify with, student lead action research to solve a problem in their community, and student use of community resources.
"Diverse Learners in the General Education Classroom"
Presenter: Amber Nicole Johnson
Location: 113 Erickson
Time- Concurrent Session I & II
Diverse learners are often seen as challenges for the general education classroom. In reality, diverse learners provide valuable opportunities for teachers to develop the skills necessary for effectively teaching all students. Creating inclusive learning environments requires dynamic knowledge bases and pedagogies that build from multiple perspectives. We will consider approaches that account for differences in student racial/ethnic and cultural backgrounds as well as student learning styles and needs. The goals of this workshop include providing participants a space to discuss, explore, and collaborate through the sharing of knowledge and resources as well as activities.
"Exploring Equity in Teacher-Student Mathematics Interactions"
Presenters: Higinio Dominguez & Niral Shah
Location: 107 Erickson
Time- Concurrent Session I & II
Students’ understandings and teachers’ understandings of a particular concept or procedure do not always align. How can a teacher respond to a student displaying a non-dominant understanding without marginalizing that student? One common approach is for teachers to initiate a whole-class discussion where other students can grapple with their classmate’s thinking. What are the characteristics of an equitable whole-class discussion? This workshop will engage participants in thinking about equity issues at the level of everyday classroom interaction. During the session, we will explore these questions by analyzing video of interactions in mathematics classrooms.
"Issues of Power in the Classroom: Exploring Culturally Relevant Pedagogies"
Presenters: Dorinda Carter Andrews & Bernadette Castillo
Location: 133E
Time- Concurrent Session I & II
What are culturally relevant pedagogies? What are they not? In this workshop participants will explore mindsets and beliefs needed for enacting instructional practices that consider issues of power and cultural difference within the classroom. There will be time spent exploring core questions for critical multicultural teaching and identifying what supports teachers need to develop and maintain culturally relevant pedagogies within classrooms.
“Meeting the Needs of Linguistically Diverse Students: Classroom and Schoolwide Strategies”
Presenters: Elizabeth Gil & Lisa Domke
Location: 111 Erickson
Time- Concurrent Session I & II
According to the US Census, the number of people who speak a language other than English at home has increased almost 30% in the last 15 years and over 85% in the last 25 years. Because this has major implications for our schools, we will look at foundational concepts in language acquisition and learning, in addition to exploring strategies to help language learners in both classroom and schoolwide settings. Our goal is to make this session applicable to your settings and needs. You will leave the workshop with various resources including ways to help students connect their first language knowledge to English.
“Teaching Beyond the Text(s): Selecting Humanizing Literature for Social Justice & Cultural Agency”
Presenters: April Baker Bell, Tamara Butler & Raven Jones Stanbrough
Location: 133D Erickson
Time- Concurrent Session I & II
In this interactive session, the presenters will focus on “transformative, action-oriented curriculum” (Banks, 1996, p.5) for K-16 education. Through “speed learning,” attendees will work with each presenter to think about how to select humanizing texts, which is especially important for teacher-educators and teachers working with/in marginalized communities. Each presenter will offer praxis-oriented approaches that place multicultural literature (i.e., work by Sherman Alexie, Alison Bechdel, Sandra Cisneros) or community-based texts (i.e., memoirs, evidence of debate teams) at the center of teaching and learning. This session explores the question: What role does texts play in the struggle for social and cultural justice?
"Youth as Teacher Educators"
Presenters: Angie Calabrese Barton, Myung Shin, Day Greenberg & Christina Restrepo Nazar
Location: 252 Erickson
Time- Concurrent Session I
GET City is a year-round energy engineering program designed to engage Lansing-area youth from historically underrepresented backgrounds in conducting investigations and taking action on local engineering problems of global concern. Our work in GET City is grounded in critical and participatory methodologies. One of the collaborative activities we have taken up with youth is to co-create "multi-modal cases of youth learning" that they have designed to educate teachers about their own experiences as science and engineering experts across setting and over time. In this session we will present to you what middle school youth have asked us to share with you from their collection of work, from their perspective and in their voices.
"Exploring Symbolic Violence in School with Racial/Ethnic Minorities"
Presenter: Justin A. Coles
Location: 252 Erickson Hall
Time- Concurrent Session II
Urban educators often focus their attention on the violence of inner-city neighborhoods, causing them to ignore the school site itself as a violent institution. Indeed, schools are often characterized as safe oases, which is due to an under theorization of violence and a misperception of apparently orderly schools as violence-free. When educators do not conceptualize schools as violent sites, but rather as trauma-free oases, they invalidate the experiences of historically marginalized youth whose schooling is laced with hostilities. This workshop will engage attendees in an exploration of how schools enact violence and how students can expose and combat these attacks.