Please enable JavaScript.

Coggle requires JavaScript to display documents.

This I Believe Draft 1 (Mind Mapping) By Isabel Howard - Coggle Diagram

- - - - This includes students who have been influenced to have a bias towards a social group, a culture, a religion, a race, or more.
      - A classroom that promotes equity is a classroom that tells students that each have a fair chance of succeeding. Though equity and equality may not always mean the same thing, equity is arguably more important because sometimes equality cannot exist between students with a large achievement gap or students who have vastly different home lives.
    - - The only way to create true equity amongst students is to eliminate as much bias as possible that could prevent them from being nonjudgmental of not only others, but of themselves.
- - - - Teachers can draw from personal experiences as well to form their wonderings. This is because personal experiences in school can still be relevant in education today. Therefore, teachers can make connections to what they have experienced as a student to what they are seeing in their current students to this day. Though I am not a teacher yet, I have already made these types of connections/wonderings during my time in the field as an intern. There can be a frequent pattern in schools throughout the years depending on what the question is.
      - Research and inquiry often go hand in hand. To take part of the inquiry process, teachers have to rely on valid research of theories, experiences, and connections that they can draw from. To research, teachers have to draw from the root of the question, which is formed during the inquiry process.
        
        To be more specific, the technical definition of inquiry is "an act for asking for information." Whether a teacher realizes it or not, inquiry happens constantly within the world of education. That is because teachers, specifically their perspectives, are reshaped over and over by new students, new families, new coworkers, new schools, new communities, and more. It is up to the teacher to make inquiry concrete by deciding to learn about it through research.
        
        One way to keep track of which questions to ask and what to learn from research is to record lessons throughout a teacher's career. A renowned, charismatic, and experienced educator named Dr. Carol Lee talked about this technique extensively in one of her interviews.
        
        Dr. Lee specifically discussed that she videotaped constantly throughout her teaching career, and frequently engaged in self-reflection. She reviewed what she calls “genie in a bottle” moments, and has found that through her research, she has been able to better understand these moments more and more over time. She realizes that this type of reflection and research is very much, again, an ongoing process.
        
        Through this technique, it has been proven that not only should teachers pay close attention to any issue or gap observed in the classroom, but also the attributes that a classroom may have. These attributes are perfectly encapsulated within these "genie in a bottle" moments. However, one could also view the attributes within what works in communication between families, or how to cope with a student who has a more extensive behavior management plan. Researching what works can be just as beneficial as researching what doesn't work.
        
        Because research can technically just keep going, it is normal for it to frequently change. Questions may change, motivations may change, and inquiries can change. Just as the environment can always change around a teacher, the research can constantly change as well.
        
        As long as a teacher know which questions to ask, how to rely on valid resources, and how to draw from concrete, relevant experiences by making connections, research can then only make the classroom a more productive, inclusive, and diverse learning community as an actionable result.
- - - - Traditional ways of teaching reading and writing, albeit, have their own benefits, should not be the only way of advocating for emergent readers and writers. It is essential that diversity and equity is incorporated in the majority of the books chosen for the classroom library, if not all.
        
        Theories of cognitive development should be implemented when advocating for emergent readers and writers as well. I believe that both Jean Piaget's and Lev Vygotsky's theories are applicable in creating a more equitable environment.
        
        Piaget's theory of cognitive development involves four stages, the first being the sensorimotor stage, the second being the preoperational stage, the third being the concrete operational stage, and the fourth being the formal operational stage.
        
        The sensorimotor stage encompasses infants to two year old toddlers. This stage mainly has to do with recognizing the world and being aware of surroundings. The second stage, preoperational, involves two year olds to seven year olds, and its characteristics include learning expression through the earliest forms of literacy, and gradually adapting to maintaining multiple perspectives. When children are between seven and eleven years old, they are in the concrete operational stage, when they are able to think logistically through sequential events. From twelve years old and up, children reach the formal operational stage. At this stage, they can engage in abstract thought as well as use advanced logical reasoning techniques.
        
        Vygotsky's theory describes how childhood development is influenced by genetics, the environment in which people grow up in, as well as peer evaluation and work in school. About collaborative work specifically--Vygiotsky believes that group work between different leveled students (academically) can produce a multitude of positive benefits.
        
        These positive benefits include gaining awareness of different cultures, attitudes, information, and an opportunity to further social development as well.
- - - - For students to become more comfortable with writing, they need their autonomy
        
        The class cannot see the teacher as in instructor. They need to see the teacher as another writer
        
        Teachers should be the facilitator in the writing process. They should not have too much control
        
        Every student should benefit from writing instruction as well. Exclusion cannot be enforced, regardless of level in education or background.
        
        Inspiration needs to be drawn from past experiences to inspire further non-traditional methods
        
        Students knowledge should not be seen as good or bad, or black or white. There are many different types of intelligences that should be accounted for and should help students succeed in writing.