Module 3: Activities
The Culture and Community of Your Classroom and School
(This is a Two Week Long Module)

Our class runs on a Monday-to-Monday schedule. This module will start on Monday, run for two weeks, and conclude on the following Monday. However, material posted earlier in the module does get more attention. If possible, try to post your stories early this week.

Suggested Timeline:

• Activities 1 - 4 This week.
• Activities 5 - 7 Next week.

Activity 1: Introduction and Objectives

Review the introduction, objectives and evaluation rubric for our class.

Activity 2: Community Experience - Our Stories

Recall a time when you felt excluded from the learning environment. Also, tell of a time when you felt included in a learning experience. These stories should be about a half to one page long.

Submit your stories by using the My Learning Stories Publishing Form. You will find the webform on the course Sitemap. I will publish your stories to a webpage and inform you of the url.

Read your classmates' stories with an active and sympathetic mindset. Choose one or more of the questions below to frame a reply. Post your response to a colleague's Learning Story to the e-mail list.

• What similarities do you see among the situations in which people felt especially included in a learning process?
• What consistencies do you notice in the situations in which people felt excluded?
• What differences among the stories do you find interesting?
• What can you do as a teacher to ensure that the needs of all students with similar varying learning needs are sufficiently met?

Email Subject Line:
Mod 3: Act 2 Our Learning Stories

Activity 3: Understanding Students at Risk

Read the articles about students at risk and the student writing from Students Speak Out.

Respond to the following questions or post one of your own questions to the class e-mail list.

• Did the readings give you greater insight or empathy for students at risk?
• Do you have 'at-risk' students in your class?
• Does your school have a program to help the 'at risk' population?
• Does your school have a gay/straight student organization?

Post your thoughts and questions on this issue to the class e-mail list.

Email Subject Line:
Mod 3: Act 3 Students at Risk

Activity 4: Bias in Curriculum Materials

Bias and stereotyping in education are insidious influences that can poison the learning experiences of our students, and we might never know it. The subtle (and not so subtle) messages delivered by media, curriculum, and institutional policies, can have a profound impact on our students' ability to learn.

Read this week's Readings to raise your level of awareness.

Use the questions posed in the Wisconsin Department of Public Instruction Self-Evaluation Guide to focus your search for biased materials or practices in your institution.

Find a single example of bias in the curriculum materials or policies of your institution. After reviewing the following questions, post a mini report to the course e-mail list detailing your discoveries.

• Do your instructional materials reflect the experiences and perspectives of men and women, different cultural or racial groups, people with disabilities, and other protected groups?
• Has your institution developed programs, training or other strategies to help teachers create inclusive classrooms?
• How can teachers cope with biased materials?

.Email Subject Line:
Mod 3: Act 4 Bias in Curriculum

Activity 5: Insuring Safe Schools

Before we can learn, we must first feel safe. Bullying and violence sparked by cultural intolerance have become an area of great concern.

What does your school do to combat and proactively defuse these problems?

After reading one of the articles from the Creating Safe Schools section of this week's Readings, find out what kind of safety programs and policies your school has in place.

Share your insights with the e-mail list by reacting to the following questions or posting one of your own:

• In your opinion, is your school safe?
• Does your institution have a formal conflict resolution program?
• What type of safety improvements are needed at your school?
• What ideas or inspirations attracted your attention in the readings?

Email Subject Line:
Mod 3: Act 5 Safe Schools

Activity 6: Deciding On Your Course Project

Selecting a project is an important decision. As teachers, we have to balance our idealism against time demands and technology access. Carefully consider the projects. Investigate the many examples. Choose a project that will fit your world. Consider these questions or ask questions of your own as you choose your project. A link to all of your project options and resources is available on the SiteMap. Post your project decision to the e-mail list.

• Which of the projects is practical for your situation?
• How does this project fit your current curriculum?
• What problems to you foresee in preparing and teaching this project?

Feel free to get started on your project during this two week module. As you continue in the course, having your project in mind will help you target resources. You will also have a time during the final module to complete your work.

Email Subject Line:
Mod 3: Act 6: Project Decision (Your Name)

Activity 7: Reflective Journal Questions

Each week Reflective Journal Questions will be listed for your consideration. Reflect on a few of these ideas or ask questions and offer answers of your own.

***Reflective Journals are due by the end of the Module (Monday of each week).

Record your responses in your Reflective Journal. A reflective journal entry could be just a paragraph or much longer. The idea is to think (and write) about your thinking.

• What are your questions, thoughts, and insights for the week?
• Is it possible to change the world one classroom at a time?
• Was it easy or difficult to come up with stories about your own learning this week? Did thinking about these experiences give you ideas for your own classroom practices?
• Did the angry voices of the 'at-risk' kids upset or shock you?
• Respond to this quotation from the Teaching for Tolerance website, "Although some administrators and educators may feel they cannot support 'the gay lifestyle,' Teaching Tolerance believes that moral assumptions about identity, lifestyle or behavior can never excuse educators from providing safe and welcoming schools for all students."
• Do the vague stereotypes of textbooks really mean anything? Are kids really influenced by school materials? Or is it the media, and media literacy that we should focus on?
• How safe do you feel at school? It has been said (and supported with statistics) that there is actually less violence in schools today than ever before. Is that the way you or your students perceive it?
• How does your school handle special education? (inclusion vs. self contained) How would you characterize the attitudes of faculty and students on this issue?
• Describe racial tensions at your school.
• Do you work in a 'safe' school? Why do you feel your school is safe or dangerous?
• What you do to insure positive cultural imagery in curriculum materials? What can you do if you have to teach with biased materials?
• What similarities do you see among the situations in which people felt especially included in a learning process?
• What consistencies do you notice in the situations in which people felt excluded?
• What differences among the stories do you find interesting?
• What can you do as a teacher to ensure that the needs of all students with similar varying learning needs are sufficiently met?
• Do you feel you were an active participant in this week's discussions?

TIP: Option A: Start your reflective journal using the Quick Topic message system or a word processor. If you use QT, be sure to email me an invitation to your message area. Option B: If you are word-processing your journal, use the Journal Drop box on the SiteMap page to send me a copy of your journal.