Our data shows some students are struggling in our lessons. Now what?
This is the pivotal moment. Do we focus on providing supports to the students who demonstrate struggle? Or do we also focus on how to evolve our teaching? Are we using data only to sort students for services, or also to challenge our assumptions and change our approach?
We have high expectations. We actively engage students. We observe to take notes on what they say and do. We are feeling on top of our formative data-gathering game!
Then, brain science enters the equation with humbling news: We don’t always see what’s right in front of us. This is especially true when we have implicit biases—which, as humans, we always do. We have all been conditioned by false narratives about racial difference, language hierarchies, and gender differences—whether we believe them or not.
Next week, I fly to Mexico City to see people I haven’t seen in 25 years. I’m bringing my husband, my kids, and a surprise. I’ll tell you about the surprise soon. Now I invite you on my journey with the important backstory, and a hint. Twenty-five years ago I went to Mexico alone against the advice of my family. Warning “You should go somewhere with more culture,” one family…
At George I. Sanchez Community School, a Title I school in Albuquerque, New Mexico, Title I Kindergarten students are actively using technology to collaborate, create and communicate in ways that deepen content learning. It didn’t start this way. Learn how teachers collaborated to transform their teaching.