Introductions: remind us what your name is and give us 15 words or less to explain the importance of Vulnerability, Courage, Compassion, and Connection (as a result of authenticity) to the PINE Project. (30)
In Discussion we will explore how being curious can insult identity and how we recognize this from our picture book readings. (15)
Safety, Regulation, and Confidence:
Holding the line while encouraging children to share their thinking and teaching them to acknowledge their explicit biases, so they can grow and make meaningful repairs. (10)
Methods
Being Explicit
Using relevant strength based analogies to find similarities and differences (compare and contrast) to implement in the classroom using IYNB to do this important work
Make small sustainable steps, baby steps that stick. Use these books, use other other resources that promote Equity, ask your librarian for more diverse books, seek out colleagues with similar interests to build your repertoire, stay educated and involved all year every year- work hard and be brave.
Remember if it’s good for Multilingual Learners, it’s good for all learners. Examples include: using strengths based approaches, word walls, assessing for and building background knowledge/funds of knowledge, comprehensive input, using learning targets and language targets, (there’s more!). Also, remember to treat all students as if they may have experienced trauma, many have, that’s why SEL is important in our classrooms. Total Participation Activities (10)
Breakout- Why is curiosity a significant skill in creating responsible decision makers? (8)
Share out (12)
Jamboard: How will we use our own understanding of invasive curiosity to have discussions with our students about invasive curiosity?
Jam Board: What skills are you interested in learning from the PINE project? Any needs?
ESSERF (CRRSA and Emergency) funds received from the US Department of Education (USDOE) support the implementation of this project. The project has an award totaling $119,041.16 of which 100% is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by the USDOE or the U.S. Government.
