DEBATE, DISCUSSION, DIALOGUE
DESCRIPTION
When students collectively engage with ideas, making a clear distinction between debate, discussion, and dialogue establishes a clear conversational structure and purpose while promoting an environment that doesn’t make students feel unsafe or in competition with each other. Intentional selection of discussion or dialogue decenters power and expertise, allowing for all participants to seek understanding collectively. This process reflects the work of Paulo Freire and his resistance to the Banking Model of education (see Reading Systems of Power in Reading the Word, Reading the World Framework).
DEbate
In a debate, students present prepared, evidence-based arguments according to a formal structure. Each opposing side assumes their position to be independently correct and seeks to convincingly win over their opponent through defense of their own position and the exposure of flaws in the opposing position.
Discussion
Participants in a discussion enter the process on an assumed equal playing field and contribute emotionally neutral ideas in pursuit of establishing a collective understanding. Discussions are facilitated, and individuals speak in turn, but the structure is not as formally regulated as in a debate.
Dialogue
In a dialogue, participants work collaboratively to present ideas and perspectives that acknowledge personal and emotional connections to the topic. Participants do not aim to discover one clear answer, but rather to recursively expand their understanding through re-examining their positions and reevaluating concepts based on others’ thinking.
Humanities Amped Example
After reading a short text together Humanities Amped students often participate in dialogue guided by three adaptable questions: 1) What stands out? 2) Does this relate to your experiences? 3) After reading this what have you learned or what will you do differently?. For example, in one class, we read a piece about Separate-but-Equal policies to dialogue about present-day de facto segregations in schools.
Resources
"Debate vs. Dialogue vs. Discussion" (The Edward Ginsberg Center for Community Service and Learning)
DESCRIPTION
Incorporating embodied pedagogies into regular classroom practice recognizes students and teachers as whole humans by disrupting the unhealthy, sedentary practices of traditional schooling that neglect the wellbeing of student bodies. Some teachers might feel apprehension about incorporating these methods, fearing a potential “loss of control” or seeing physical activities not “rigorous” enough for the classroom. However, these pedagogies acknowledge that intentional physical movement as well as mindfulness can serve to promote learning on a deeper level (Chisholm & Spencer, 2017; Leland, 2015; Mobley & Fisher, 2014: Shams & Seitz, 2008). In the words of Bonny McDonald, practices such as those pioneered by Augusto Boal “ask us to engage our corporeal bodies along with course material by creating, manipulating, discussing, and performing. In so doing, we begin to conceptualize our everyday corporeal actions and interactions as part of the broader social fabric“ (p. 1). We have found methods such role playing, forum theatre, breathing exercises, icebreakers, and games to deepen discussion, enrich free-writes, energize sleepy classes, calm anxious students, and build community.
Humanities Amped Example
We have found that forum theatre or role playing activities that ask students to act out scenarios make students think critically about what they are performing. Through thinking about how to position their bodies or what they have to say, students understand the material better and thus later have richer discussion or more generative free-writes. These activities also give higher energy students a moment to shine and “shier” students the opportunity to practice being seen. As students are not used to being out of their desks, there might be a bit of resistance at first, but if the teacher leads the activity with ownership, confidence, and follow through, students will respond to their lead. As with other innovative activities, the more you practice together as a class, the more normed and richer the experience will become.
Resources
INCORPORATING MENTORS AND VOLUNTEERS
DESCRIPTION
Humanities Amped regularly incorporates mentors and volunteers into classrooms and events. Besides providing students with a significantly reduced student-to-teacher ratio in otherwise overcrowded classrooms, mentors and volunteers enhance the work of Humanities Amped in the following ways:
The support of mentors and volunteers bring the “real world” into the classroom - Mentors are able to work alongside students as they engage in real projects in the mentors’ fields of expertise. These mentors are able to provide a public audience for the students’ work through their own involvement as well as connect students to other public outlets and resources (Condliffe et. al. p. 11; Barron & Darling-Hammond p. 4). We find that students are more likely to be motivated by and learn from work they recognize as connected to the “real world” or relating to their own experiences.
Mentors provide expertise and feedback - When working with individuals or small groups, mentors help guide students with inquiry processes, research, and planning. Mentors provide constructive, formative assessment and feedback to students that supplements the feedback from the teacher (Barron & Darling-Hammond p. 4).
Involving volunteers and mentors strengthens ties to the community - Involving community mentors provides students with avenues to work in the community as well as brings community expertise into the classroom. This collaboration makes visible, celebrates, and strengthens community resources that already exist around the school.
Engaging with mentors and volunteers allows students to practice and develop professional interpersonal skills - Collaborating with mentors demonstrates to students that they can engage with adults who value and respect their ideas as they practice and develop interpersonal communication skills through professional dialog. These interactions represent a performance of possibility for our students (see PERFORMANCES OF POSSIBILITY below).
Mentors introduce students to career options - When mentors from the surrounding community represent a variety of professional contexts, they introduce students to career possibilities for themselves. Studies have found that individuals have positive and negative perceptions of their racial groups: thus, when students work with mentors they identify with, they are able to see greater positive outcomes for themselves (Wittrup et. al., 2019; Zeldin, 2014; Wong, Zimmerman & Parker, 2010).
Mentors being trained in education are introduced to an alternative and powerful example of what school can be - When mentors are student teachers or otherwise interested in the field of education, they can see a model of collaborative teaching and learning as well as the cultural immersion needed for teaching within culturally and linguistically diverse spaces (Smolcic & Katunich, 2017). They experience learning processes and outcomes that represent positive possibilities of what school can be.
The support of mentors and volunteers bring the “real world” into the classroom - Mentors are able to work alongside students as they engage in real projects in the mentors’ fields of expertise. These mentors are able to provide a public audience for the students’ work through their own involvement as well as connect students to other public outlets and resources (Condliffe et. al. p. 11; Barron & Darling-Hammond p. 4). We find that students are more likely to be motivated by and learn from work they recognize as connected to the “real world” or relating to their own experiences.
Mentors provide expertise and feedback - When working with individuals or small groups, mentors help guide students with inquiry processes, research, and planning. Mentors provide constructive, formative assessment and feedback to students that supplements the feedback from the teacher (Barron & Darling-Hammond p. 4).
Involving volunteers and mentors strengthens ties to the community - Involving community mentors provides students with avenues to work in the community as well as brings community expertise into the classroom. This collaboration makes visible, celebrates, and strengthens community resources that already exist around the school.
Engaging with mentors and volunteers allows students to practice and develop professional interpersonal skills - Collaborating with mentors demonstrates to students that they can engage with adults who value and respect their ideas as they practice and develop interpersonal communication skills through professional dialog. These interactions represent a performance of possibility for our students (see PERFORMANCES OF POSSIBILITY below).
Mentors introduce students to career options - When mentors from the surrounding community represent a variety of professional contexts, they introduce students to career possibilities for themselves. Studies have found that individuals have positive and negative perceptions of their racial groups: thus, when students work with mentors they identify with, they are able to see greater positive outcomes for themselves (Wittrup et. al., 2019; Zeldin, 2014; Wong, Zimmerman & Parker, 2010).
Mentors being trained in education are introduced to an alternative and powerful example of what school can be - When mentors are student teachers or otherwise interested in the field of education, they can see a model of collaborative teaching and learning as well as the cultural immersion needed for teaching within culturally and linguistically diverse spaces (Smolcic & Katunich, 2017). They experience learning processes and outcomes that represent positive possibilities of what school can be.
Humanities Amped Example
In the 2018-2019 school year, teams of Humanities Amped juniors engaged in Critical Participatory Action Research (CPAR) projects in collaboration with local community activists, the majority of whom were themselves alumni of McKinley High School (where these Humanities Amped students attend). These community members presented their projects to the students who self-selected into teams according to their interests. Alternatively, student teams with their own project ideas sought approval from the teaching team, who then paired the students with a mentor appropriate for the project.
Mentors met regularly with their student teams and guided their research, data collection and analysis, and action plans. The students presented their projects at the annual research conference. Such projects included doing preliminary planning for a neighborhood grocery store (see description here), exploring health care options for teens (see description here), and building positive student-teacher relationships on campus.
Mentors met regularly with their student teams and guided their research, data collection and analysis, and action plans. The students presented their projects at the annual research conference. Such projects included doing preliminary planning for a neighborhood grocery store (see description here), exploring health care options for teens (see description here), and building positive student-teacher relationships on campus.
Resources
PERFORMANCES OF POSSIBILITY
DESCRIPTION
In order to visualize themselves in perhaps unfamiliar roles of empowerment and as agents of change, students must participate in and witness members of their communities participate in performances of possibility.
Here’s an explanation from Dr. Anna West’s dissertation:
Madison (1999) explains, “A performance of possibility strives to reinforce to audience members the ‘web’ of citizenship and the possibilities of their individual selves as agents and change makers” (p. 479). Indeed, such moments of performative awakening are not an end unto themselves, but rather moments that build solidarity among participants towards other ends. Jill Dolan (2001) describes such moments as “utopian performatives,” which Rivera-Servera (2012) describes as “moments in performance that allow us to experience or feel the world as it should be” (p. 35). Such moments “generate a felt materiality that instantiates the imaginable into the possible” (Rivera-Servera, 2012, p. 35). The proximity of both strangers and intimates in the heightened space of performance generates moments of newly-framed awareness; this is how such moments of utopic possibility are felt and transmitted.
Arranging and making space for performances of possibility requires trust and a willingness to take risks. Teachers, administrators, community members, and other stakeholders should likewise engage in performances of possibility to concretize the future they envision.
Here’s an explanation from Dr. Anna West’s dissertation:
Madison (1999) explains, “A performance of possibility strives to reinforce to audience members the ‘web’ of citizenship and the possibilities of their individual selves as agents and change makers” (p. 479). Indeed, such moments of performative awakening are not an end unto themselves, but rather moments that build solidarity among participants towards other ends. Jill Dolan (2001) describes such moments as “utopian performatives,” which Rivera-Servera (2012) describes as “moments in performance that allow us to experience or feel the world as it should be” (p. 35). Such moments “generate a felt materiality that instantiates the imaginable into the possible” (Rivera-Servera, 2012, p. 35). The proximity of both strangers and intimates in the heightened space of performance generates moments of newly-framed awareness; this is how such moments of utopic possibility are felt and transmitted.
Arranging and making space for performances of possibility requires trust and a willingness to take risks. Teachers, administrators, community members, and other stakeholders should likewise engage in performances of possibility to concretize the future they envision.
Humanities Amped Example
Humanities Amped students present their Critical Participatory Action Research (CPAR) projects at an annual research conference. These conferences are open to the public and are hosted in a professional, visible, and publically accessible space, such as a university campus. At this conference, Humanities Amped students present personal narrative, academic research and a review of relevant literature, field work, data analysis, and plans for or the results of the implementation of an action project aimed at addressing the problem they identified and explored. Following each presentation, students field audience questions about their work. Participating in this event allows students to see themselves and their peers as capable of thriving in a high-stakes, scholarly environment. In reflecting on her 2019 conference experience, Humanities Amped student Makaylen explained, “Before I got in [Humanities] Amped I would have never seen myself doing something like this. I can honestly say it has built my confidence to another level. I feel like I can take on any challenge that’s given my way.” This opportunity for Humanities Amped students to share their work with each other and the community in a professional and public space represents a performance of possibility for what students are capable of and what education can be: a space for teachers, students, and community members to learn together while students prepare for present and post-high school success.
Resources
RESTORATIVE PRACTICES
DESCRIPTION
In order to develop, maintain, and strengthen the sense of deep community necessary for a safe and thriving classroom environment, Humanities Amped employs restorative practices. Restorative practices, as an extension of restorative justice, center relationships and prioritize their repair over the isolated use of traditional punitive measures in instances of conflict and harm. According to the International Institute for Restorative Practices (2009), “Simply put, to be ‘restorative’ means to believe that decisions are best made and conflicts are best resolved by those most directly involved in them. The restorative practices movement seeks to develop good relationships and restore a sense of community in an increasingly disconnected world” (Costello, Wachtel & Wachtel, p. 7).
The continuum of restorative practices includes a variety of strategies that range from informal to formal (p. 12). Embedding informal elements such as affective statements and questions in daily classroom practice helps to establish a classroom culture that values all perspectives and the health of relationships among all members of the community regardless of age or role. The use of affective questions in impromptu conferences center repairing relationships to resolve conflict as it occurs. Circles help to establish classroom norms of respect, safety, and openness, and can be used in a variety of ways (e.g. check-ins, content delivery, to address general classroom behavior). Formal conferences, facilitator-led circles in response to harm, provide highly-structured opportunity for affected and involved individuals to address a specific harmful action or behavior.
When implemented well, restorative practices can positively increase student accountability and improve student behavior, but when implemented poorly accountability is actually reduced. For example, if restorative circles are overused rather than strategically implemented, they lose their effectiveness, becoming instead a meaningless procedure. Further, if mandatory attendance to a circle is the only consequence for harmful behavior, students become less accountable. Instead, students who participate in a circle should collaborate with teachers, peers, and other participants to come up with an appropriate consequence that is in addition to participation in the circle. If this does not happen, then student accountability is reduced. Additionally, we have witnessed the tension created for a restorative practices classroom in a non-restorative whole school setting. With this disconnect, students and teachers may become frustrated with the inconsistencies of severity of punishments. For example, a student who is habitually tardy could have a restorative conversation with one teacher, using affecting statements and questions, and they could work on an agreement to address the behavior. If the same student is tardy to a teacher who does not take a restorative approach, the student could be written up and sent to the office. These inconsistencies should not deter teachers from incorporating restorative practices in their own classrooms. However, it is important to be transparent about these challenges and talk about them with students.
The continuum of restorative practices includes a variety of strategies that range from informal to formal (p. 12). Embedding informal elements such as affective statements and questions in daily classroom practice helps to establish a classroom culture that values all perspectives and the health of relationships among all members of the community regardless of age or role. The use of affective questions in impromptu conferences center repairing relationships to resolve conflict as it occurs. Circles help to establish classroom norms of respect, safety, and openness, and can be used in a variety of ways (e.g. check-ins, content delivery, to address general classroom behavior). Formal conferences, facilitator-led circles in response to harm, provide highly-structured opportunity for affected and involved individuals to address a specific harmful action or behavior.
When implemented well, restorative practices can positively increase student accountability and improve student behavior, but when implemented poorly accountability is actually reduced. For example, if restorative circles are overused rather than strategically implemented, they lose their effectiveness, becoming instead a meaningless procedure. Further, if mandatory attendance to a circle is the only consequence for harmful behavior, students become less accountable. Instead, students who participate in a circle should collaborate with teachers, peers, and other participants to come up with an appropriate consequence that is in addition to participation in the circle. If this does not happen, then student accountability is reduced. Additionally, we have witnessed the tension created for a restorative practices classroom in a non-restorative whole school setting. With this disconnect, students and teachers may become frustrated with the inconsistencies of severity of punishments. For example, a student who is habitually tardy could have a restorative conversation with one teacher, using affecting statements and questions, and they could work on an agreement to address the behavior. If the same student is tardy to a teacher who does not take a restorative approach, the student could be written up and sent to the office. These inconsistencies should not deter teachers from incorporating restorative practices in their own classrooms. However, it is important to be transparent about these challenges and talk about them with students.
Humanities Amped Example
Humanities Amped has offered RJ, or restorative justice, elective classes. These electives allow students to hone their facilitation skills through acting as restorative leaders for other classes. Once these practices are ingrained, students see the benefits and apply them to their own lives. For example, one student asked her teacher for a copy of the facilitation questions so that she could lead a circle for two quarreling friends. Another student stated, “I think I need an RJ with myself!”, so they independently filled out their own reflection in RJ format.
Resources
International Institute for Restorative Practices
IIRP Implementation Overview
San Francisco Unified School District online curriculum
Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices.
Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: Building community and enhancing learning. Bethlehem, PA: International Institute for Restorative Practices.
IIRP Implementation Overview
San Francisco Unified School District online curriculum
Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices.
Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: Building community and enhancing learning. Bethlehem, PA: International Institute for Restorative Practices.
ROTATIONS/SEMINARS/STATIONS/WORKSHOPS
DESCRIPTION
The intentional use of break-out sessions in the form of rotations, seminars, stations, and workshops makes learning more engaging, introduces variety to classroom activities, provides room for scaffolded instruction for differentiated student-centered learning, and enables increased flexibility to plan, assess, offer interventions, and provide high quality student feedback. In smaller groups, teachers and mentors can devote more attention to each individual student to better guide understanding and meet individual needs. When assigning groups it is useful to think about the purpose of the activity, student personalities, student skill levels and interests.
SEMINAR GROUPS (SAME CONTENT)
Each leader instructs a small group on content that is the same across groups when a high level of scaffolding is needed, for depth of discussion, when a small group activity has complex instructions, or for small group conferencing.
SEMINAR GROUPS (DIFFERENTIATED CONTENT)
Each leader instructs a small group on content that is different in each group. These groups are distinct from those described above when learning goals are differentiated for skill level or interest, or when a jigsaw approach is appropriate for instruction and application. This jigsaw use of seminar groups highlights specific team member roles and their associated expertise and responsibility. Similarly, workshop options present students with a choice of workshop based on their needs and desires, creating more ownership where flexibility is appropriate or when students are working on large projects that need various kinds of support.
SEMINAR ROTATIONS
Each leader instructs a small group on varied content. Students rotate at intervals to participate in each group for a specified period of time.
SMALL ACCOUNTABILITY GROUPS
Each leader is assigned a group of students to track for accountability on a larger project or set of smaller projects. The leader facilitates a check-in for students to report progress and signs off on students when they have completed steps/tasks. This approach is useful to manage large projects that students are working on at various speeds, when students have failed to meet deadlines, or when teams need greater support and accountability.
WORKING GROUPS
Students are broken into smaller working groups to accomplish tasks related to a larger project when the class as a whole is working on a large, complex project together.
Humanities Amped Example
Students will often engage in team-based Critical Participatory Action Research. While Humanities Amped students as a whole class grow in community, these smaller working groups allow smaller sets of students to get to know each other even better as they struggle and celebrate together.
Resources
STORY CIRCLES
DESCRIPTION
In order to develop community, explore perspectives, and collaboratively address complex topics, Humanities Amped students and teachers participate in Story Circles, a dialog process developed by the Free Southern Theater, now Junebug Productions, under the direction of John O’Neal. The practice of story circles recognizes an equal distribution of expertise, allows participants to draw from their own lived experiences, and provides a structured but fluid opportunity to introduce the group to a variety of perspectives. In the words of Jim Randels (2005), story circles “emphasize story rather than argument, understanding that stories tend to bring people together, to help them find common ground or at least to understand each other.” Catherine Michna (2009) describes the story circle process as follows:
In a story circle, a small group of people sits together in a circle and tells stories aloud about a chosen topic. In a manner reminiscent of jazz improvisation, story circle participants are asked not to plan their stories in advance. As they listen, they discover not only new information about the lives of their fellow storytellers, but they also discover new modes of communication and new shapes for the telling of stories. Within the space of the story circle, listening is the most important thing. According to O’Neal, “the listening is what gives definition to the story.”
Story circles help students and teachers get to learn more about each other as they explore topics together. Additionally, story circles reinforce decentralized knowledge and promote shared knowledge and experiences.
Detailed guidelines and instructions for conducting story circles are available in the Junebug Productions Handout below.
In a story circle, a small group of people sits together in a circle and tells stories aloud about a chosen topic. In a manner reminiscent of jazz improvisation, story circle participants are asked not to plan their stories in advance. As they listen, they discover not only new information about the lives of their fellow storytellers, but they also discover new modes of communication and new shapes for the telling of stories. Within the space of the story circle, listening is the most important thing. According to O’Neal, “the listening is what gives definition to the story.”
Story circles help students and teachers get to learn more about each other as they explore topics together. Additionally, story circles reinforce decentralized knowledge and promote shared knowledge and experiences.
Detailed guidelines and instructions for conducting story circles are available in the Junebug Productions Handout below.
Humanities Amped Example
Story circles are often used as a first day of school activity so students can begin to get to know each other and connect to each others’ experiences. They are also used to explore the thematic connections between individual experiences and a whole-class or small-group research inquiry or piece of literature.
Resources
Junebug Handout
Michna, Catherine. “Stories at the Center: Story Circles, Educational Organizing, and Fate of Neighborhood Public Schools in New Orleans” (2009)
Jim Randels. “The Story Circle” (2005)
Michna, Catherine. “Stories at the Center: Story Circles, Educational Organizing, and Fate of Neighborhood Public Schools in New Orleans” (2009)
Jim Randels. “The Story Circle” (2005)
STUDENT REFLECTIONS
DESCRIPTION
To help foster student ownership and agency, Humanities Amped students engage in frequent reflection through a variety of methods. These intentional self-reflections and facilitated group reflections allow students to think deeply about their own learning and develop a sense of agency over it. Reflection also allows students to recognize their own growth, which might otherwise remain invisible to them, and students who recognize that their knowledge and intelligence can grow and who set goals accordingly are better prepared for post-high school college and career success (Zeiser, Scholz, & Cirks, 2018, p. 1). Frequent and intentional incorporation of reflective processes help students to internalize the practice and support their self-directed use of it in other contexts.
Humanities Amped Examples
DAILY
At the end of each class session, all students participate in a closing meeting that asks the group the following questions: What did we do well? How can we improve? What did we learn today? Answering these questions aloud as a group helps to ground the students in their accomplishments, to enable them to offer their own feedback on processes and structures, and to encourage them to consider how they might take increased responsibility for their learning the next time they meet.
SEASONALLY
Post-Conference Verbal and Written Reflection
Personal Essay or Poetic Response Reflection Guidelines
Personal Essay or Poetic Response Reflection Guidelines
Resources
TEACHER REFLECTIONS
DESCRIPTION
Teachers in Humanities Amped, as committed life-long learners, likewise engage in intentional processes of reflection. Reflecting on lessons, practices, projects, or individual events makes room for self-evaluation and alternative perspectives as well as revision and growth. In addition to individual reflection, Humanities Amped teachers reflect collaboratively with one another (e.g. as a key piece of Professional Development) and with students. Such collaborative reflections remind us that our teams are a valuable resource and that students have indispensable input to offer.
Humanities Amped Example
Much like the daily student reflection described above, Humanities Amped teachers close meetings by answering the following questions: What did we do well today? What can we improve? As with students, this allows teachers to ground themselves and the meetings outcomes and to consider how processes and structures might be improved.
LOVE AND OWNERSHIP OF LITERACY
DESCRIPTION
Through Humanities Amped, students develop a deep and permanent love and ownership of literacy, which we recognize as vital to not only college and career readiness but also to engaging with the world. To this end, students learn and practice strategies to decode and analyze complex texts, responding to them in a variety of ways (written, verbally, collaboratively). Students also engage in writing process that are open and flexible and are encouraged to recognize and develop a sense of joy that can--and should--accompany writing. Through practice, feedback, and revision, students develop writing skills that enable them to express their ideas and perspectives in contextually appropriate ways that demands respect and attention.
Love and ownership of literacy are fundamental components of Humanities Amped. We are home to Forward Arts, a set of programs that engage young people in poetry workshops, open mics, and a range of literary arts spaces that elevate young voices in our community. The love and ownership of literacy could easily be the subject of its own curriculum guide (or several guides). Because it is not the focus of this curriculum, we offer a brief flyover of some practices here.
Love and ownership of literacy are fundamental components of Humanities Amped. We are home to Forward Arts, a set of programs that engage young people in poetry workshops, open mics, and a range of literary arts spaces that elevate young voices in our community. The love and ownership of literacy could easily be the subject of its own curriculum guide (or several guides). Because it is not the focus of this curriculum, we offer a brief flyover of some practices here.
Humanities Amped Examples
- Open Reading and Writing Studio: allow students to choose from a variety of prompts and resources to explore whatever genre in reading and writing they are most interested in.
- Poetry Workshops and Open Mics: This curriculum and set of workshops from WordPlay (now Forward Arts- a program of Humanities Amped) lays out the basic approach to a poetry workshop. We also recommend our colleague Susan Weinstein’s book The Room Is on Fire: The History, Pedagogy, and Practice of Youth Spoken Word Poetry.
- Quill-Grammar: a user-friendly app for teachers to individualize grammar lessons for students.
- Book Clubs: Students choose a book to read and discuss as a small group.
- Writing Marathons: visit a particular location and explore places within that location, writing about what inspires them. This writing is shared with the group at the selected end point.
- Peer Activities: Engage student peers to review each other’s work using a rubric with clear expectations. Establish peer-teaching grammar lessons where students teach a mini-grammar lesson. These activities also decentralize expertise and help students reinforce their learning.
- Portfolios: allow students to document their written progress and promote the idea that writing is a process.
ADAPTABLE METHODS BIBLIOGRAPHY
Barron, B. & Darling-Hammond, L. (2008). Teaching for meaningful learning: A Review of research on inquiry-based and cooperative learning.” Edutopia. https://backend.edutopia.org/sites/default/files/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Chisholm, A., & Spencer, B. (2017). Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities. Pennsylvania Libraries: Research & Practice, 5(1), 26-34.
Condliffe, B., Quint, J., Visher, M.G., Bangser, M.R., Srohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A Literature review working paper. MDRC. http://live-buckinstitute.pantheonsite.io/sites/default/files/2019-01/MDRC%2BPBL%2BLiterature%2BReview.pdf
Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: Building community and enhancing learning. Bethlehem, PA: International Institute for Restorative Practices.
Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices.
Dolan, J. (2001). Performance, utopia, and the “Utopian Performative.” Theatre
Journal, 53(3), 455-479.
Leland, M. (2015). Mindfulness and Student Success. Journal of Adult Education, 44(1), 19-24.
Madison, D. S. (1999). Performance, personal narrative, and the politics of possibilities:
Visions and revisions. In The Future of Performance Studies: Visions and Revisions.
Annandale, VA: National Communication Association.
Michna, Catherine. (2009). Stories at the center: Story circles, educational organizing, and fate of neighborhood public schools in New Orleans. American Quarterly, 61(3), 529-555.
Mobley, K., & Fisher, S. (2014). Ditching the desks: Kinesthetic learning in college classrooms. The Social Studies, 105(6), 301- 309. doi:10.1080/00377996.2014.951471
Program of Intergroup Relations. (2016) Debate vs. dialogue vs. discussion. University of Michigan Edward Ginsberg Center. The Edward Ginsberg Center for Community Service and Learning
Randels, J. (2005) The story circle. Education Week. http://blogs.edweek.org/teachers/randels/archives/2005/10/the_story_circl_1.html
Rivera-Servera, Ramón H. (2012). Performing queer Latinidad: Dance, sexuality,
politics. Ann Arbor, MI: University of Michigan Press.
Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in cognitive sciences, 12(11), 411-417.
Smolcic, E., & Katunich, J. (2017). Teachers crossing borders: A review of the research into cultural immersion field experience for teachers. Teaching and Teacher Education, 62, 47-59.
Wittrup, A. R., Hussain, S. B., Albright, J. N., Hurd, N. M., Varner, F. A., & Mattis, J. S. (2019). Natural mentors, racial pride, and academic engagement among black adolescents: Resilience in the context of perceived discrimination. Youth & Society, 51(4), 463-483.
Wong, N. T., Zimmerman, M. A., & Parker, E. A. (2010). A typology of youth participation and empowerment for child and adolescent health promotion. American journal of community psychology, 46(1-2), 100-114.
Zeiser, K., Scholz, C., & Cirks, V. (2018) Maximizing student agency: Implementing and measuring student-centered learning practices. Boston: American Institutes for Research. https://jfforg-prod-prime.s3.amazonaws.com/media/documents/AIR_D_Final_Report_Maximizing_Student_Agency_FINAL.pdf
Zeldin, S., Krauss, S. E., Collura, J., Lucchesi, M., & Sulaiman, A. H. (2014). Conceptualizing and measuring youth–adult partnership in community programs: A cross national study. American Journal of Community Psychology, 54(3-4), 337-347.
Chisholm, A., & Spencer, B. (2017). Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities. Pennsylvania Libraries: Research & Practice, 5(1), 26-34.
Condliffe, B., Quint, J., Visher, M.G., Bangser, M.R., Srohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A Literature review working paper. MDRC. http://live-buckinstitute.pantheonsite.io/sites/default/files/2019-01/MDRC%2BPBL%2BLiterature%2BReview.pdf
Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: Building community and enhancing learning. Bethlehem, PA: International Institute for Restorative Practices.
Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices.
Dolan, J. (2001). Performance, utopia, and the “Utopian Performative.” Theatre
Journal, 53(3), 455-479.
Leland, M. (2015). Mindfulness and Student Success. Journal of Adult Education, 44(1), 19-24.
Madison, D. S. (1999). Performance, personal narrative, and the politics of possibilities:
Visions and revisions. In The Future of Performance Studies: Visions and Revisions.
Annandale, VA: National Communication Association.
Michna, Catherine. (2009). Stories at the center: Story circles, educational organizing, and fate of neighborhood public schools in New Orleans. American Quarterly, 61(3), 529-555.
Mobley, K., & Fisher, S. (2014). Ditching the desks: Kinesthetic learning in college classrooms. The Social Studies, 105(6), 301- 309. doi:10.1080/00377996.2014.951471
Program of Intergroup Relations. (2016) Debate vs. dialogue vs. discussion. University of Michigan Edward Ginsberg Center. The Edward Ginsberg Center for Community Service and Learning
Randels, J. (2005) The story circle. Education Week. http://blogs.edweek.org/teachers/randels/archives/2005/10/the_story_circl_1.html
Rivera-Servera, Ramón H. (2012). Performing queer Latinidad: Dance, sexuality,
politics. Ann Arbor, MI: University of Michigan Press.
Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in cognitive sciences, 12(11), 411-417.
Smolcic, E., & Katunich, J. (2017). Teachers crossing borders: A review of the research into cultural immersion field experience for teachers. Teaching and Teacher Education, 62, 47-59.
Wittrup, A. R., Hussain, S. B., Albright, J. N., Hurd, N. M., Varner, F. A., & Mattis, J. S. (2019). Natural mentors, racial pride, and academic engagement among black adolescents: Resilience in the context of perceived discrimination. Youth & Society, 51(4), 463-483.
Wong, N. T., Zimmerman, M. A., & Parker, E. A. (2010). A typology of youth participation and empowerment for child and adolescent health promotion. American journal of community psychology, 46(1-2), 100-114.
Zeiser, K., Scholz, C., & Cirks, V. (2018) Maximizing student agency: Implementing and measuring student-centered learning practices. Boston: American Institutes for Research. https://jfforg-prod-prime.s3.amazonaws.com/media/documents/AIR_D_Final_Report_Maximizing_Student_Agency_FINAL.pdf
Zeldin, S., Krauss, S. E., Collura, J., Lucchesi, M., & Sulaiman, A. H. (2014). Conceptualizing and measuring youth–adult partnership in community programs: A cross national study. American Journal of Community Psychology, 54(3-4), 337-347.
