The Progressive Stack and Standing for Inclusive Teaching

http://thetattooedprof.com/2017/10/20/the-progressive-stack-and-standing-for-inclusive-teaching/

Interested in community thoughts about a 'progressive stack' as described here or a viewable list of students who want to be called on, and how to ensure all students are encouraged to engage in a manner that is agreed to by them and consensual. I'm interested in how to cultivate inclusive dialogs with students and how to engage them in the ownership of classroom management and participation.

How do we empower students to own the inclusive aspects of the classroom and not just police them? Any activities or examples that can help?

Where is the right place to check in on this conversation - every group of learners may be different and default to different (cultural) ways of experiencing the group. I'm looking for some experienced practitioners to give an estimate for how much classroom time is devoted to meta- and how much time is spent with the quote "actual content"

When I think about the impact of privilege in the classroom it seems to most often manifest in the unconscious exclusion of conversations in the meta-cognitive space about how to understand the differences and be responsive to all students. The 'universal design for learning' approach seem to take objectives as the gold standard and work backwards to understand what a student should be able to do, but this seems to take as given many assumptions about what the 'average' student knows or has experienced prior to the start of class. This 'standard' model for learning does not seem to incorporate differences in our ability to retain and remember information. Assessment as 'inventory management' of what a student has in their head doesn't seem to help the student understand how they think, what they think, or why they think it. The metaphor that students have for what school is, and what it could be seems to be broken.

Submitted January 12, 2021 at 11:57AM by ProfessorEagle https://ift.tt/3nHILCh