CATEGORY: Available Workshops (School), Student Supports

Mirrors and Windows

Course Access: 365 days access
Course Overview

Clerisy Architect:

Length of Workshop: 60 minutes

Workshop Description:

 

Danielson Framework: 1 (planning and preparation), 2 (classroom environment), 3 (instruction), 4 (professional responsibilities)

Learning Objectives:

  • Participants will be able to explain and identify the educational theory of Mirror and Windows.
  • Participants will analyze their current practices and identify areas in need of improvement.
  • Participants will create ways to add mirrors and windows into their teaching pedagogy & curriculum.

 

Publications Highlighted:

Style, Emily. “Curriculum as Windows and Mirrors.” National SEED Project. http://www.nationalseedproject.org/images/documents/Curriculum_As_Window_and_Mirror.pdf“Culturally Responsive Teaching.” Understood. https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/what-is-culturally-responsive-teachingInternational Literacy Association. (2017). Characteristics of culturally sustaining and academically rigorous classrooms [Literacy leadership brief]. Newark, DE: Author. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-culturally-sustaining-classrooms-brief.pdfEarle-Dennis, Camile. “Three ways educational leaders use the Mirror Window Effect.” Learning Science International. April, 13 2021. https://www.learningsciences.com/blog/teacher-stress/Harris, Violet J.. “In Praise of scholarly Force: Rudine Sims Bishop.” National Council of Teachers of English. 2007, https://library.ncte.org/journals/LA/issues/v85-2/6175“The Essentials and Foundations of Multicultural Children’s Literature.’ https://www.sagepub.com/sites/default/files/upm-binaries/34102_Chapter2.pdf“Build Your Stack: The Power of Names: Windows, Mirrors, and Sliding Glass Doors.” National Council of Teachers of English. August 12, 2020. https://ncte.org/blog/2020/08/build-stack-power-names-windows-mirrors-sliding-glass-doors/Susko , Jennifer. “Books as Mirrors and Windows.”  ASCA School Counselor. January 1, 2021. https://www.schoolcounselor.org/Magazines/January-February-2021/Books-as-Mirrors-and-WindowsTatum, A.W. (2000). Breaking down barriers that disenfranchise African American adolescent readers in low- level tracks. Journal of Adolescent & Adult Literacy, 44(1), 52–64; Sharma, Sue. Christ, Tanya. “Five Steps Toward Successful Culturally Relevant Text Selection and Integration.” The Reading Teacher. 2017/08/14 https://www.researchgate.net/publication/319111047_Five_Steps_Toward_Successful_Culturally_Relevant_Text_Selection_and_IntegrationThornton, Natasha.  “Opening Up New Perspectives With Literature.” Edutopia. May 15, 2018.https://www.edutopia.org/article/opening-new-perspectives-literature“Teaching Your Students to Use Accountable Talk.” The Classroom Nook, https://www.classroomnook.com/blog/accountable-talk#:~:text=Accountable%20talk%20is%20an%20intentional,understanding%20what%20others%20are%20saying.; “9 Tips for Planning Difficult Conversations in the Classroom” Waterford.org. December 18, 2020. https://www.waterford.org/education/difficult-classroom-conversation-tips/“Using Literature Circles in the Upper Elementary Classroom.” The Classroom Nook. https://www.classroomnook.com/blog/literature-circles“Let’s talk! | Discussing race, racism and other difficult topics with students 3” Teaching Tolerance. https://www.learningforjustice.org/sites/default/files/general/TT%20Difficult%20Conversations%20web.pdf

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