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Readings for September 7: Meaningful teaching - Coggle Diagram

- - - - Inquiry questions should be: engaging, enduring, at the heart of the discipline, and in need of "uncoverage" (pg. 62)
    - - This seems like an incredibly useful and important way to "do" curriculum planning. It seems like it has a lot of potential for being open to interdisciplinary connections as well. I like that it sees assessment as a real-world opportunity for students that allow them to meaning-make.
- - - - Ladson- Billings also sees the importance of education for democracy, for citizenship, which are aided by developing a critical consciousness.
    - - Building relationships with students and the community is a priority
        
        Partnering with students and the community to see the resources and knowledge already available to students
      - I cannot insert culture into education; culture is already education (pg. 159), and if it's being separated somehow in the curriculum then that needs to be changed
- - - - An over-emphasis on quantitative evidence is not super helpful in my opinion - is there room for qualitative evidence here? Maybe this will be discussed more in the book in later chapters.
      - Can't help but think about the use of assessments presently and in the past to perpetuate inequalities and racism. Is there a way to do more equity focused assessment? What would that look like in the classroom?
        
        I'm not anti-assessment on the whole, because I do know it's important to show students their learning and their progress, but I want to be mindful and purposeful about what assessment entails
        
        I also like that they place an emphasis on "collected evidence, not a single test or performance task" (pg. 23). This leads me to believe that they have a more holistic view of assessment in some ways.
        
        Wiggins and McTighe ask "Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what?" (pg. 19)
        
        But, if we all do the same assessments the same way, who gets left out? Is there a way to have standardized/aligned assessments that are adaptable to students' different needs?
  - - - This is also SO important to students - if we have ready and clear answers for "why are we doing this" that are relevant to students, and even incorporate their feedback and goals, then we have a much better chance of being engaging and effective