I Used to Think - Now I Think: Culturally Responsive Practice

The Literacy Booth had a series of posts in our early days entitled "I Used to Think - Now I Think." The posts were modeled after essays in which education scholars' summarized their changing thinking about school reform.

I will use that then/now format to talk about some aspects of my continuing journey to be a culturally responsive person.

I used to think. . . 

• I used to think culturally responsive practice was something educators did - a series of strategies that educators and schools could use to ensure all students felt safe and valued in school.
• I used to think culturally responsive practice was synonymous with multiculturalism or diversity.

Now I think. . . 

• Cultural responsiveness is something individuals and organizations develop through an on-going process that begins with careful (and sometimes painful) examination of beliefs.
• Cultural responsiveness is about windows and mirrors; it's about understanding ourselves (mirrors) and others (windows).
• Cultural responsive practices include the ability to notice and respond to what the person in front of you cares about, needs, and wants. (Thanks for Dr. Carol Lee for this wisdom.)

What has pushed and changed my thinking?

• I attended the Wisconsin RtI Center's professional learning opportunity about culturally responsive practice with a team of colleagues.
• I read Paul Gorski and Katy Swalwell's article for Educational Leadership. 
• I studied Promoting Excellence for All, DPI's collection of resources about closing racial achievement gaps.
• I learned from the work of Dr. Gloria Ladson-Billings, including this article.

One of My Obsessions: Mystery Show

Mystery Show

Mystery Show, Starlee Kine's podcast for Gimlet media, has been keeping me company on many recent road trips. I've been recommending it to friends often, but I believe it could also be a powerful teaching tool (especially in middle and high schools). 

Every episode is an example of authentic inquiry - something I don't think we (educators) or students engage in nearly enough of. Someone in Starlee's (the reporter) life comes to her with a genuine and burning question ("How tall is Jake Gyllenhaal?" "How did Britney Spears decide to read that book?" "Who does this unique belt buckle found in a gutter belong to?"). Starlee explores all of the possible leads and solves the case. 

It raises questions about audience and purpose. The text is entirely unique - the questions are quirky, the voice casual, the ideas well-developed and thoroughly described. Who is this created for? What is the purpose? Why a podcast instead of another format?

It's an opportunity to practice Wisconsin's standards for speaking and listening. Each episode is around 60 minutes and contains no images - just words. It's great practice in listening, and listeners could analyze the reporter's presentation of knowledge and ideas. (Check out DPI's materials about speaking and listening for more information.)

It (along with Serial and This American Life) have pushed me to think about the larger role of podcasts in the classroom. Podcasts could be valuable (and often free!!) additions to text sets. Podcasts could be a format students choose for presenting knowledge and ideas. Podcasts could be a source of information for research. Check out these links for more about podcasts in education:

• Podcasting in education (from EdTechTeacher)
• Guide to podcasting (for those wishing to create a podcast)
• Educator resources from This American Life (another of my favorite podcasts)

Note. Are you wondering how to listen to a podcast? For those wishing to listen on a smart phone, this article is helpful. Some podcasts also have a web-listening feature. Visit the website for a particular podcast and listen directly on the site.

A Favorite Picture Book

The Man Who Walked Between the Towers by Mordicai Gerstein

We have a very small amount of time with each of our students. I'll be the first to say that time needs to be intentionally and thoughtfully utilized. Sometimes, though, we just need to read a book together. 

In my middle school classroom, a few minutes of September 11 were, traditionally, set aside for just that purpose - reading a book together.

I gathered students together to read The Man Who Walked Between the Towers, Mordicai Gerstein's 2003 award-winning biography of Philippe Petit - a French man who walked on a tightrope between New York City's World Trade Center towers in 1974, not because it is a unique mentor text or because I wanted to teach students about plot or because I wanted to model visualization. 

I gathered students together to read The Man Who Walked Between the Towers because I believe sharing a story is a powerful way to build community and to connect and to remember.

What texts would you include in a text set about the events of September 11, 2001?

Related texts:
Philippe Petit, High Wire Artist

Resources: Literacy-Related SLOs

Literacy-Related SLOs: DPI's 2015 Literacy (un)Conference

Literacy-related school or student learning objectives (SLOs) provide a unique opportunity to improve academic achievement for students, strengthen professional practice, and collaborate with colleagues. DPI's 2015 Literacy (un)Conference highlights the voices of more than ten Wisconsin literacy leaders; each discusses his/her experience with SLOs.

The videos do not focus on the procedural or compliance aspects of SLOs. Instead, each featured literacy leaders speaks honestly about his/her experience. Topics include:

• the SLO as an authentic inquiry process for educators (think: action research)
• strategic assessment within the SLO process
• rigor and focus
• coaching around SLOs
• literacy-related SLOs (disciplinary literacy)

The videos (each less than four minutes) can be used in the following ways:

• "I never thought about that!" Watch one or more to push your thinking about SLOs
• "I have a video for that!" Be familiar with content of videos to be able to share as appropriate in coaching sessions, professional learning communities, or other professional learning situations
• "My staff development is missing a little something. . . " Select one video to intentionally share with your staff as inspiration as they begin thinking about and/or writing their SLO(s) for this year
• "This is perfect for ______!": Maybe you're not responsible for staff development related to SLOs. Share one or more of the videos with the person/people in your district who may be able to use the videos in their work.

One Word Goal Setting

I like to think that educators (and students) get a fresh start each September. It's like having two New Years every year (January + September) - two guaranteed times to feel bright, shiny, unstoppable, and optimistic.

For educators, September (just like January) is filled with ambitions and resolutions. Maybe it doesn't seem like it, but your school improvement plan, student learning objective (SLO), professional practice goal (PPG), and maybe even your professional development plan (PDP) are resolutions. They might be more data-based and involve more documentation than your New Years resolutions, but they, too, are resolutions.

How are all of those school year resolutions connected? 
What concept unites your professional goals and work?

What single word would you use to summarize that connection?

Now, think about all the ways that single word could become a mantra for you as you work toward your goals. Write it on a piece of paper. Doodle it. Hang it in your work space. Look for it around you. Tell people about it. Keep it near you.

This idea - single word goal setting - is popular in January, as people set resolutions for the year (read more about it from Ali Edwards, My One Word, or One Word 365). It works now, though, too.

Understand is the word that stands out for me in my professional life right now. It seems to be something that unites many things long-term projects.

• I'm always learning about and trying to better apply culturally responsive practices. Really understanding people - who they are, where they come from, what they want and need - is a big part of culturally responsive practice.
• I'm working on a project which will grow into the literature review for my dissertation. That's all about understanding.
• In conversations and meetings and emails and phone calls, I don't always take time to understand. Sometimes I want to help. Sometimes I want to move on to the next thing. I would benefit from just listening with no purpose other than to understand.

What's your word?

What Are You Reading: Summer 2015

Alternately Titled:

My Summer Reading Slump

The Time I Hated All the Books

Abandoners Anonymous

One | Two | Three | Four | Five | Six | Seven | Eight | Nine

We usually start each month around here by talking about what we've been reading (see previous posts here). Usually, reader, we treat you to a variety of titles from each contributor. Today, you're stuck with me.

This fall, I’m looking forward to hot coffee, cardigans, boots and tights, and crunchy leaves. I’m also looking forward to curling up under a blanket and reading all of something I cannot wait to tell my friends glowing things about.

It's been a rough summer for me as a reader. I haven't finished much, and I haven't read anything I'm crazy about. I'm not sure what happened. Maybe I didn't slow down enough to read? Maybe I couldn't find the right thing? Maybe it was because my book club took a hiatus? Maybe this happens every summer?

I do a monthly subscription to Audible; I log many, many miles each month. I tried Behind the Beautiful Forevers, The Bedwetter, Go Set a Watchman, and Modern Romance. I begrudgingly finished Go Set a Watchman. I enjoyed parts of Modern Romance tremendously. I'm still listening and laughing aloud to The Bedwetter. I don't think I'll ever finish Behind the Beautiful Forevers.

I can usually find young adult books that hold my attention, but there wasn't much of that this summer either. I finished Personal Effects, a Read On Wisconsin selection and something my book club read. It wasn't my favorite. I abandoned Fangirl. I wanted to like it - I just couldn't get into the fan fiction parts and didn't find myself getting attaching to the characters.

I'm still reading All the Light You Cannot See. It's been months, friends. Months. It's beautiful writing and a captivating story. I just can't do more than a couple short chapters at a time.

So - that leaves Just Mercy and Spinster. They're sitting next to my bed or hanging out in my purse because they're what I'm reading now. I have high hopes that these two are the books that will end my slump.

What did you enjoy reading this summer? What are you reading now?

You can learn more about me as a reader by visiting my Goodreads profile.

Hello, September

Image from Ali Edwards

Hello, September and welcome back to The Literacy Booth. We took a little time off for the summer and hope you did, too!

Typically, The Literacy Booth treats you to around three posts per week (usually M-W-F) with each post from a different WI literacy coach. We will resume our typical schedule in October - more about that later in September.

Meanwhile, I (Barb) will use September to write about a variety of things that are on my mind. 

So, hello! I'm Barb. If I haven't met you yet, I am a literacy consultant at the Wisconsin Department of Public Instruction. I'm lots of other things, too - reader, student, cook, ice cream lover, fun "auntie" Barb, TV watcher, wanderer, friend (to name a few).

I picked the words above - "Hustle less and live a good life more" - because I want to remind each of you to remember to live a good life - a good work life and a good personal life.

It's a new year. Goals are being set; routines are being established. Our shoes and crayons are new; everything seems possible. Make a habit of slowing down, being intentional, taking time away from the hustle to live a good life.

In that spirit, I'll leave you with some of my favorite summer selfies - all times I felt like I was living a good live amidst the hustle. From upper left -

1. I saw a few shows at American Players Theatre this summer with an assortment of friends, including my fellow literacy consultant, Laura. My favorite was Streetcar Named Desire.
2. I celebrated the Fourth of July on my BFF's patio beside Green Bay. There were smiling kids, sparklers, grilled meat, and s'mores.
3. I saw a ridiculous amount of live music this summer - including an adult sibling vacation to Eaux Claires.
4. I worked this summer. Luckily, my work often involves collaborating with some of my most favorite people. I'll use some blog posts this month to tell you about fun summer work.

Use the comments to introduce yourself. Who are you? What do you do?