Shared Resources

1. Shared Resources Once there you can sign in (If you like) and access resources used during this session before we get started, I invite you to access this google.doc: install the google.docs app if you don’t already have it! tinyurl.com/EmbedSupport

2. “Embedding Intentional Support into INstructional Designs” Jason Kalchik San Diego Mesa College Facilitation of professional Learning XP: • Acceleration principles and practices • Black Minds Matter Pedagogy • Project-Based LEarning • Culturally Responsive teaching and the brain • Learner-directed Instructional design

3. Quick write (Journal): Yesterday we wrote about what goals our college experience will help us achieve. Today, write for five minutes about the following: • What challenges or obstacles do you expect to face? • What are some strategies for overcoming those challenges? “Scientific evidence supports that journaling provides other unexpected benefits. The act of writing accesses your left brain, which is analytical and rational. While your left brain is occupied, your right brain is free to create, intuit and feel. In sum, writing removes mental blocks and allows you to use all of your brainpower to better understand yourself, others and the world around you.” -Click here for more info!

4. Let’s play The Finish Line Game In this game you will see different roads students have to take. Some struggle more than others. See those different paths from the perspective of the characters you are all playing. Try to feel for (Empathy) and understand (critical thinking) each character’s experience. Each of these stories are based on real lives and deserve our attention and respect. Some quick guidelines: • Have fun, joke around • Pay attention to the paths these characters take • Make notes beneath your journal entry • It’s ok to get competitive, but be respectful of each other and the characters that you and your classmates are role-playing

5. Game play: • Partner up; come Get a game play set • Find a comfortable place to play • One set of cards per Player • Each player reads aloud their “biographical card” - keep other cards face down: you should see my name on the top card • Decide which player goes first • Roll dice • Move your game piece on the board • Turn over your first card only (they are numbered 1-10 on the bottom) • Read aloud • Adjust your move • Take turns repeating the blue instructions above until both characters graduate or all cards have been read • Critical Question: do these cards accurately represent the spirit of your students?

6. Benefits of Roleplaying in this context • It’s fun and human • Collective and competitive • Window into a wide variety of lived experiences • Emphasize the connection between critical thinking and empathy • Strengthens learning partnerships • Affirming of sociopolitical context • Start with student assets • Avatars allow for students to engage in critical conversations in a less threatening context • Provides “authentic” context for reading and writing practice

7. Quick write 2 (Journal): • How did you feel about your student’s experience? • Which card stood out to you or related to what you journaled earlier? • What, if anything, surprised you? • Were the barriers personal, institutional, societal, or cultural? • What/who helped the students along the way? Embedding recursive metacognition

8. Active Reading! Weaving in skill-based habits of mind • (Spoiler Alert!)Pre-reading gives you an idea and helps you make predictions (mental Map) • Active reading means taking notes on the page as you read (Annotations) • This means you are thinking • “Cognition” increases Comprehension and retention • You will also have notes and questions that will be useful as you continue to work with a text

9. Post Reading: processing the information we read in social, creative, and productive ways When it comes to the info we get from reading, we either use it or lose it

10. Game designers: Let’s Make Something! In your group: • Work together • Use the narrative from Tiffany Martínez’s blog post • Design your own card for the game we just played • How will you quickly describe the essential elements of her experience? • How will you determine the spaces that you either award or take away? (+ or -)

11. MAking and Playing as writing practice Role playing as your character Martínez’s Blog A blog Post they Write In their character’s Voice (Narrative) A Game Card (summary/Critical thinking) One game card students choose from the character that they played Homework assignment due next week: Journal/Blog as your character Step 1: Really try to get into the shoes of the character you role played in this game. Think about their life. See the world from their perspective: where they come from; the challenges that they might face in college and in life; how they feel; what they love; what they believe; their hopes and dreams. You should also search online for images of what your character might look like. This will put a human face on the character and can help you further start to see the world from those eyes (critical thinking). Step 2: Pick one of the cards that interests you. Imagine the details surrounding the event described on that card. Think about how your character would feel. Step 3: Using "Academia Love Me Back" by Tiffany Martínez as a strong example or "mentor text," write this journal as if you were your character writing a blog post about the experience described on the card you picked. Access and review your cards (check your email)

12. Sample student work: Ana: • English 47A (accelerated, one-below) • Latinx Female • From Calexico • Assets: Creative, Empathic, Deep familiarity and skill with narrative voice • “Deficits” - a few surface errors, here and there • Final Grade in class: 97%

13. Students polled Conclusions? Mesa is rad at developing support services .... But shit at promoting them!

14. LArge Writing PRoject # 1: Can I get a Little Help here? You will be working in groups of 3 or 4 to investigate what support services are available to San Diego Mesa College Students; You will also be making a project that you and your group members will design and present in order to increase student awareness of one support service Step 1: Research • As a group, try to identify one important area of need that one of your characters’ journey uncovered • Look online to try and find something at mesa that might be able to help that character overcome that obstacle • Come talk to me when you think you have found something

15. Step 2: Questions that will lead to useful answers • Brainstorm a long list of questions that you think students would need answers to • Write these down; what do you want to find out about that service? • Design questions to ask staff members involved with that service • Design questions to ask students who may be using that service and how it helps • What does this service do? How does this increase success? • When you are ready, come show me what you have

16. Step 3: Seek out the knowledge • Locate the service you are investigating • Ask to speak with someone working there (be polite, but keep in mind that they are there to help and answer your questions) • Use your discretion, but consider interviewing a student or students who seem willing to talk about the service and their experience • Get quotes! This will help with your project • Consider recording their voice or taking a movie, but only if they feel comfortable with this; Better yet, make an appointment to come back when you are more prepared to record • Get as much information as you can! • Bring all this information back to class with you • Have fun!

17. Lily Cora Sherry Tucker Advert: Video for our LRC

18. Benefits of this project: • Normalize help-seeking behavior • Emphasize self-efficacy • Infinite opportunities to demonstrate authentic interest/care for students • Cast students as leaders/experts • Cultivate relationships • leadership skills • Collaboration • fuels your asset lens of your students!

19. Card Design Effect of the incident described Description of the incident and its consequences (Author’s last name and page number) Character name and when the incident happened in the timeline of the story

20. Culminating Writing Assignment

21. Sample student narrative introductory images Angry and Anxious! Imagine being a five year old with skinned knees from skateboarding, second-hand Bratz dolls, a pair of short pigtails, and a home where the relationship between the most important people in your life is falling apart. Imagine the confusion of an afternoon spent laughing in the park making way for an evening of angry yelling over a kitchen table set with red plastic bowls of slowly hardening macaroni and cheese. Imagine these sudden, unpredictable fits of angry shouting matches seeping into who you are and shaping your future coping mechanisms.

22. “Expert teachers adjust their thinking to accommodate the level of reflection a Situation calls for. Their teaching is characterized by an intentional competence that enables them to identify and replicate best practice, refine serendipitous practice, and avoid inferior practice. Because of their ability to reflect, great teachers know not only what to do, but also why. A disposition toward reflection—and a good sense of when the teacher needs to step back and think deeply—should be part of all teachers' repertoires. How can we nurture this habit of mind?” - Lana M. Danielson “Fostering Reflection”

23. Jason Kalchik San Diego Mesa College jtkalchi@sdccd.edu For access to resources from this presentation go to: https://tinyurl.com/lootstash